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Sequence 14The NAMTA Journal 467 |
Sequence 15Nate McDonald 468 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 16GEOMETRY AND ERDKINDER by Nathaniel J. McDonald Nate MacDonald's chronicle of his first year of teaching geometry at the… |
Sequence 17with this rebirth in Montessori geometry, I set out to design an Erdkinder approach that would incorporate the concreteness of… |
Sequence 182. The development of practical skills and knowledge related to geometry through applications on the land. 3. The ability to… |
Sequence 19and basic algebra. Therefore, the next stage of mathematics must use and develop this power of abstraction. The second… |
Sequence 20our approach, though subordinate to the first three objectives, was (4) the presentation of related nomenclature and… |
Sequence 21to be true before proving it through reason. Although there have been many analysts and critics of Euclid through the ages,… |
Sequence 22it depends on the per- fect correlation of mat- ter but that through deductive reasoning one can legitimately tap into The… |
Sequence 23the first principles-definitions, postulates, and common notions. Thus, although the language can be archaic and the… |
Sequence 24progression of mathematical concepts from Algebra I to Algebra II to Trigonometry, culminating in Calculus. Mr. Miller also… |
Sequence 25fortunately all of the students were boarders, we scheduled Euclid sessions two nights a week from 7:30 to 8:30. The evening… |
Sequence 26We began by letting them in on the big secret-this would be an unusual geometry class. This class would be as much about the… |
Sequence 272. To produce a finite straight line continuously in a straight line. 3. To describe a circle with any center and distance.… |
Sequence 284. Things which coincide with one another are equal to one another. 5. The whole is greater than the part. These really are… |
Sequence 29a given point, and it makes use of three postulates, two common notions, and the first proposition. Again, Molly demonstrated… |
Sequence 30of the need for universal proof, and they began to self-monitor attempts to use empirical evidence or prior knowledge in their… |
Sequence 31but also gave them extensive practice with deductive reasoning, formal presentations, and the power of a disciplined… |
Sequence 32quality of their approach was directly proportionate to their confi- dence level. At the beginning of the year they were… |
Sequence 33should have a recognizable purpose that benefits the individual or the community as a whole from the adolescent perspective.… |
Sequence 34that they, as the most advanced math class in the school, were being called in as consultants to research the issue and… |
Sequence 35involves higher-level reasoning skills to arrive at a conclusion with concrete reality serving as a kind of control of error… |
Sequence 364. Baseline Construction: choosing a site, constructing and measuring a baseline 5. Begin Data Collection/Triangulation:… |
Sequence 37· It will be important to explain the objective of this project (to map one trail completely) to the students clearly. · We… |
Sequence 12. Lay down a baseline and measure it as accurately as possible and precisely as necessary. This is the most important stage… |
Sequence 2over relatively flat but uneven ground. Because of the length, and the tool available, we chose to use a one-hundred-foot tape… |
Sequence 3Appropriately enough, although Dan was almost certain and a few of us suspected that our data might be off, we did not fully… |
Sequence 4I had planned to use a simple geometry software (not GIS because of time and knowledge constraints) from Key Curriculum Press… |
Sequence 5to superimpose the maple tree map on a soil map and analyze the correlations-but it is big, exciting work that allows these… |
Sequence 6Montessori has given us a good start with the inductive approach, going from the concrete to the abstract. But for the third… |
Sequence 7to the optimal number of academic extensions. Finally, and perhaps most importantly, adolescents are old enough to feel the… |
Sequence 8• Different kinds of figures · Parts of a circle • Circumference: derivation of pi • Area of a circle • Equivalence • Area… |
Sequence 9working with the concept. It is organized in much the same way that the Montessori elementary curriculum is organized, but it… |
Sequence 103. Special sessions with Mr. Miller to review algebra concepts as they related to geometry As the year progressed, I noticed… |
Sequence 1It was a very valuable experience, and it did offer me a great deal of affirmation and relief-my approach was actually more in… |
Sequence 2they needed to use the skills they had learned so that they could practice applying them to a variety of situations, both… |
Sequence 3matter? Is it knowledge of how to do a certain list of tasks with proficiency? Or is it something even more general-a tool to… |
Sequence 4~- q~ j')14ecU<utA, ADOLESCENT ENGAGEMENT AND ALIENATION by Kevin Rathunde Dr. Rathunde's article… |
Sequence 5have identified several areas where school contexts often miss the mark. When adolescents are transitioning into middle school… |
Sequence 6is no doubt that this is good advice in many cases because of the benefits that flow from thinking before acting. However,… |
Sequence 7Montessori discussed two important "streams of energy" that were in perpetual interchange and in need of… |
Sequence 8that assessed the ability to discriminate various tastes, smells, sounds, and textures, the study found that these individuals… |
Sequence 9Sometimes, however, staying interested meant becoming more ab- stract and objective; at these times, stories were told about… |
Sequence 10Some teachers will be skeptical of the argument being presented here. They will note a contradiction and ask, "If the… |
Sequence 11about a boyfriend or girlfriend. Therefore, an overly cognitive and rationalized curriculum can promote both a dullness of… |
Sequence 12in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 13Kaplan, M., & E. Singer. "Dogmatism and Sensory Alien- ation: An Empirical Investigation." Journal… |
Sequence 14The NAMTA Joumal 515 |
Sequence 15J!aurenceJfcJl{,-ffin: THE INDIVIDUAL-MA a mas/er leach.er an/~ lrans/ormaliona/ curriculum by david shernoff edited by… |
Sequence 16TOWARDS A POSITIVE EDUCATION FOR ADOLESCENTS: AN EXAMPLE FROM THE HUMANITIES by David J. Shernoff Dr Shernoff s deep… |
Sequence 17human physiology, one's skeletal and muscular makeup as structure, and the air and food that run through the system as… |
Sequence 18ualization of flow and Montessori's idea of normalization as a period of deep absorption at the heart of normal… |
Sequence 19bottom line pressures? From journalistic sensationalism or the patenting of genetic breakthroughs, some prac- tices that… |
Sequence 20Identity. Fields are created partially from creative and productive individuals who derive flow from particular activities;… |
Sequence 21Montessori education was soon launched and later carried out by subsequent generations. This leads us to the second question… |
Sequence 22contained and invited me to come talk about them at the October 2001 NAMTA conference in Columbia, MD. McMillin realized that… |
Sequence 23pable of handling the foundations of positive psychology as content or curriculum, and to benefit directly from the teachings… |
Sequence 24A few other of Einstein's ideas about individuality have proven equally intriguing to the adolescent mind. Einstein held… |
Sequence 25Csikszentmihalyi. Himself a student in a regimented German educa- tional system, Einstein felt that the most counter-… |
Sequence 26Another axiom declares, "The historical embodiment of human culture takes precedence over dogmatic ideology and… |
Sequence 1Search for Meaning and Mihaly Csikszentmihalyi's Elements of Enjoy- ment, which describes the conditions of optimal… |
Sequence 2AN EXAMPLE OF INDIVIDUAL HUMANITIES IN ACTION Individual Humanities is similar to other studies in the humani- ties in that… |
Sequence 3hood of Albert Einstein, he recognizes some similari- ties to his own. Einstein was considered a slow stu- dent in grade… |
Sequence 4Many educators would fear that treating ado- lescent students as adult equals might result in subject matter flying over… |
Sequence 5Service to the Community: The Art of Living Developing and using our individuality does not preclude serving the community.… |
Sequence 6Balancing Creativity and Service Although creativity and social service may seem dichotomous notions, it is the combination… |
Sequence 7development: "Luther's emphasis on individual conscience prepared the way for the series of concepts of equality… |
Sequence 8Teachers like McMillin, who combine passion for their work with genuine concern for their stu- dents, possess the rare power… |
Sequence 9compared Individual Humanities to a complete life philosophy. It also explains why they have continued to admire and revere… |
Sequence 10A CHALLENGE TO THE TEACHER I have spent the majority of my life as a student or teacher in some ea paci ty. Yet I have… |
Sequence 1brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 2Erikson, E. H. Young Man Luther. New York: W.W. Norton & Company, 1958. Gardner, H. Creating Minds. New York: Basic… |
Sequence 3Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass, 1998. Rathunde, Kevin. "Adolescent Engagement… |
Sequence 4542 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 5HERSHEY MONTESSORI FARM SCHOOL: PLACE-BASED HIGH SCHOOL BIOLOGY by Judy Venaleck and Pete McDonald As farm school"… |
Sequence 63. Laboratory Extensions (Indoor lab activities) 4. University Field Station-Land Applications at University Farms (… |
Sequence 7Contextual Studies Contextual studies are formal learning tasks selected from a variety of sources including the National… |
Sequence 8bridgework for all studies. Once these place focuses were chosen, the land-application studies, contextual studies, and… |
Sequence 9Forest Contextual Studies Forest biology calls for the contextual studies of botany, taxonomy, and classification. The study… |
Sequence 10Field Place Focus Field Place Applications Managing and working the farm is an integral part of the school's overall… |
Sequence 11University Farms Collaboration The ideal area of content integration with this facility emphasizes a study of genetics and… |
Sequence 12V, V, 0 Figure 1. The Hershey Montessori Farm School Ninth Grade Biology Curriculum Overview J'ARMFOCUS FOREST FIELD… |
Sequence 13predator/prey simulations and investigations of food webs, and analyzing amino-acid sequences to determine evolutionary… |
Sequence 14the results from water analysis studies done on the existing ponds on the property. The unit concludes with an investigation… |
Sequence 15THE DEVELOPMENT OF A MONTESSORI HIGH SCHOOL AS AN EXTENSION OF THE FARM SCHOOL by David Kahn and Ron Stewart This very… |
Sequence 16THE MONTESSORI PAST AS PRELUDE TO A MONTESSORI HIGH SCHOOL Montessori adolescent education takes place squarely in the con… |
Sequence 17Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 19(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 20farm's natural and human-made environment asan optimal environ- ment in which adolescents assume various roles that… |
Sequence 21These "noble" or "true" characteristics" have been en- capsulated as character… |
Sequence 1The Adolescent Colloquium, October 1996 |
Sequence 1CHILD DEVELOPMENT UNDER THREE: THE FOUNDATIONS OF THE PERSONALITY, THE FAMILY, AND THE MONTESSORI METHOD by Judi Orion Judi… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 3these little tiny children, they begin to function quite independently. Their language explodes, and they become very joyful,… |
Sequence 4to work. Also with these expanded career opportunities, we experi- enced, in the United States, a great mobility of families.… |
Sequence 5parents-is something we call the Nido, or the situation for infants. I don't think anyone in this room would disagree… |
Sequence 6What about paternity leave? How many companies in this country give paternity leave? A family is not just a mother and a baby… |
Sequence 7that within a short period of time the children were coming five days a week. But we have to be careful not to get into this… |
Sequence 8Infant communities function first for the needs of the children, and in an all-day situation, still the needs of the children… |