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Sequence 17of these divisions of history suggests a myriad of intellectual studies. What follows is a snmpling of possible intellectual… |
Sequence 18• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 19THE GREAT CONVERSATION 2 Intellectual study leads to an emerging awareness of the whole of history, which in turn leads to a… |
Sequence 20community are part of the social fabric of the Erdkinder commu- nity. Every member of the Erdkinder community is a learning… |
Sequence 21• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 22Erdkinder Learning Strata ,hematic View: ~ture vs. Supra-Natu~ 5. The Great Conversation T 4. Intellectual Study of… |
Sequence 23with the students excerpts of Maria Montessori' s To Educate the Human Potential.) This is not to make the Erdkinder… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 1MONTESSORI for the NEW MILLENNIUM Practical Guidance on the Teachi11g and Education of Cltil.dren of All Ages, Based 011… |
Sequence 2CREATIVITY AND STRUCTURE by Roland A. Lubienski Wentworth Dr. Wentworth's lifetime, 1900-1997, overlaps the life and… |
Sequence 3The first thing that comes to light from the observation of free children is that: A child has an irresistible natural… |
Sequence 4But the child "resists interference by the adult who thinks he can help him by his power. For this uncalled-for… |
Sequence 5class, as well as its discipline, depends on the interest of the children in their work. Further advice to the teachers was… |
Sequence 6the fact that mental and motor activity which should form one unity are found separate. If the individual does not succeed in… |
Sequence 7Edinburgh in 1935: "1 have found that the child, in his development, passes through certain phases, and the phases in… |
Sequence 8was a necessity; now there is admiration for his parents, for their morality, arising from feelings that his parents are… |
Sequence 9It is necessary that human personality should be prepared for the unforeseen, not only for the conditions that can be… |
Sequence 10From all this the result will be not only "self-discipline" but a proof that self-discipline is one aspect… |
Sequence 11The second group of subjects should include moral education, mathematics (using special methods of teaching and "… |
Sequence 12only learn to adjust themselves to the demands of an ordered environment. This means that the staff must take the… |
Sequence 13to do everything it wants, only that teachers should help it learn independently: "Liberty is not being free to do… |
Sequence 14and movement, Martha Kent wrote that "Montessori has no precise method of spelling beyond the dictation of phonetic… |
Sequence 15teachers would protest against having so many children in a class and would say that a class of twenty to twenty-five is… |
Sequence 16avoid the arrest of spontaneous movements and the imposition of arbitrary tasks. It is of course understood that here we do… |
Sequence 17We need to know whether the practices Montessori did not personally test are universally successful, whether there are no… |
Sequence 18be filled somehow, and the field is open to individual attempts and interpretations of Montessori's ideas. We need to… |
Sequence 19Montessori had no intention of presenting a precise and crystallized system of educa• tion, but considered herself rather… |
Sequence 20And very significantly she added: Before many years have gone by, the teachers of primary education will be interested solely… |
Sequence 21A second misconception is that Montessori schools should use materials and methods different from other schools, and show in… |
Sequence 22serviceable in other aspects. I have often found a remarkable improve- ment in children's performance from the moment… |
Sequence 23or teaching aids are working in the same classroom, and teachers must keep records of student progress. These difficulties,… |
Sequence 24Independently of a!J the skills and knowledge children may acquire, one of the most important things they learn is the art of… |
Sequence 25REFERENCES Montessori, Maria." Advice to Teachers." Montessori Notes [publication ofThe Montessori Society… |
Sequence 26Montessori, Maria. The Secret of Childhood. 1936. New York: Stokes, 1939. Orem, R.C., ed. Montessori: Her Method and the… |
Sequence 1Bruce Torff 194 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 2ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 3Creative expression-what's that? I propose this definition: generating a product that is valued in a cultural context (… |
Sequence 4sort of artistic or aesthetic ability, a transcendent ea pa city in the gifted person. Let's reconsider that narrow… |
Sequence 5I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 6and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
Sequence 7and naturalist (understanding of the natural world). The last one may seem new to you. There used to be seven intelligences (… |
Sequence 8Critical Thinking as a Form of Creative Expression Oftentimes in school children are asked to memorize and repeat. What is… |
Sequence 9--------------------------------~-- But memorize-and-repeat leads to a narrow kind of learning. This approach all too often… |
Sequence 10evaluate, grade, and make comments on their own work. The assess- ment paradigm in our culture is that educators assess… |
Sequence 11Recent political winds blowing in our world only make the situation worse. The standards movement is just now gathering… |
Sequence 12Creativity Level CE in crisis: The developmental paths of creativity 5 10 15 Age 20 Figure 2 Children frequently… |
Sequence 13When children find their own problems, that means that they ask their own questions about the world. That means they pursue… |
Sequence 14are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might… |
Sequence 15Problem Solving Once a problem is found, then the task becomes a matter of developing strategies to solve the problem.… |
Sequence 16Here are a few general ways to make problem solving work for you. First of all, ask more, tell less. Ask more questions,… |
Sequence 17What happens when an idea for doing something ends up not working? A learnable moment is born, because the child now realizes… |
Sequence 18If your class is publishing a newspaper, children are acting as reporters, writers, editors, and graphic artists. They show… |
Sequence 19Two sets of creative faculties are involved in your classroom: yours and your children's. Develop and value yours and… |
Sequence 20Reflective self-assessment can be facilitated in two ways, formally and informally. You might consider using "work… |
Sequence 21Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 1Annette Haines 216 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 2MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 3handful will know the word Montessori and even fewer wiU appreciate its broad implications. When, in the normal context of… |
Sequence 4HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 5So Montessori was excluded, and eventually the progressive educa- tion movementcentered in Geneva became "the center… |
Sequence 6ofMontessori's. We have no direct evidence that Vygotsky read Montessori,butwedo know that a Montessori class was… |
Sequence 7Reeve), the distance between actual development and the potential level of development possible with guidance or help (… |
Sequence 8learner goes from one step to the next. Once mastered in that appropri- ate form, the learner can go on to more powerful, more… |
Sequence 9initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 10flexible curriculum; accommodating a broad range of individual dif- ferences; supporting individual, cultural, and linguistic… |
Sequence 11have defined and refined what were originally Montessori ideas through empirical research and clarified them through critical… |
Sequence 12Another idea that has been missed is the idea of freedom within limits. If we do not provide freedom within the limits of a… |
Sequence 13when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 14DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 15Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 1METANOIA FOR MONTESSORIANS by Gary Looper Gary Looper's response to the whole-school development process sug- gested by… |
Sequence 2Our efforts soon focused on the mindset necessary to bring about fundamental change in an organization .... As a former… |
Sequence 3When this team of representatives from every part of the school community met for the first time, we experienced a compelling… |
Sequence 4Metanoia. It may happen in a flash of insight or a slow warming of the heart, but this personal transformation is a necessary… |
Sequence 5school's distinctive features as well as some challenges. A consensus seemed to be forming around these goals: •… |
Sequence 6According to this "guide" model, our school leaders would ob- serve, give lessons, model values, interact… |
Sequence 7school leadership, these are relatively easy to achieve compared to the heart attitude that is central to leadership. One… |
Sequence 8One particular organizing model that had worked elsewhere was being seriously considered for the (soon to be) two schools.… |
Sequence 9were skeptics at first became strong ad vacates of the visioning process. Their help and encouragement kept the fire burning… |
Sequence 10to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 1OBITUARY MARIA CHRISTLIEB ROBLES Both the Montessori community and the Catechesis of the Good Shepherd lost a friend,… |
Sequence 2to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 3were skeptics at first became strong ad vacates of the visioning process. Their help and encouragement kept the fire burning… |
Sequence 4One particular organizing model that had worked elsewhere was being seriously considered for the (soon to be) two schools.… |
Sequence 5school leadership, these are relatively easy to achieve compared to the heart attitude that is central to leadership. One… |
Sequence 6According to this "guide" model, our school leaders would ob- serve, give lessons, model values, interact… |
Sequence 7school's distinctive features as well as some challenges. A consensus seemed to be forming around these goals: •… |
Sequence 8Metanoia. It may happen in a flash of insight or a slow warming of the heart, but this personal transformation is a necessary… |
Sequence 9When this team of representatives from every part of the school community met for the first time, we experienced a compelling… |
Sequence 10Our efforts soon focused on the mindset necessary to bring about fundamental change in an organization .... As a former… |
Sequence 11METANOIA FOR MONTESSORIANS by Gary Looper Gary Looper's response to the whole-school development process sug- gested by… |
Sequence 12Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 13DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 14when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 15Another idea that has been missed is the idea of freedom within limits. If we do not provide freedom within the limits of a… |
Sequence 16have defined and refined what were originally Montessori ideas through empirical research and clarified them through critical… |
Sequence 17flexible curriculum; accommodating a broad range of individual dif- ferences; supporting individual, cultural, and linguistic… |
Sequence 18initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 19learner goes from one step to the next. Once mastered in that appropri- ate form, the learner can go on to more powerful, more… |
Sequence 20Reeve), the distance between actual development and the potential level of development possible with guidance or help (… |