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Sequence 11maximum opportunity for a lifelong choice to be made and maintained; and • to establish a culture of physical activity in the… |
Sequence 12key points to remember, each of which has been tied to a slow-motion action. Process, not outcome, is important. Development… |
Sequence 13Use positive reinforcement. Focus on what each child is doing correct! y. Re-present, adding further pointers, as appropriate… |
Sequence 14Children should come to understand that each failure can teach us something that will speed us on our way to ultimate success… |
Sequence 15to the children. When enjoying the game, learning to play it better, and helping others are the most important part of the… |
Sequence 161. a hard, flat surface for ball skills and games (basketball/ tennis court, for example) 2. a vertical wall with hard… |
Sequence 1711. Frisbees 12. skipping ropes (individual and group) 13. portable cassette player 14. teacher resource material 15.… |
Sequence 18Freeze, is an example. The children perform specified actions such as "walk," "jog," or… |
Sequence 19and to play with due consideration for the feelings and abilities of others. This is a process that the children should be… |
Sequence 20out the process that there is really only one core objective that you should seek to realize: Incorporate as wide a variety as… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 2and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 3Hutchison in their descriptions of the educational value of place. Place builds a context for social relations; it is the… |
Sequence 4Occupations or Work as Social Activity Occupations, as both Maria Montessori and John Dewey envi- sioned them, are the point… |
Sequence 5Most importantly, on the farm, the work role will function for the greater good. The adolescent's desires, emotions, and… |
Sequence 6• understanding work as a product of commerce necessary to community life, leading to a beginning view of economic… |
Sequence 7Emerging out of these maturing roles on the farm is the "more dynamic training of character and development of a… |
Sequence 8of water and land, plants and animals, air and energy-brings history into focus with the world's present environmental… |
Sequence 9• conscience exercised by community values and responsible dialogue. COGNITIVE DEVELOPMENT Place, Study, and Work Maria… |
Sequence 10academic study: "work on the land is an introduction both to nature and to civilization and gives a limitless field… |
Sequence 11· Work with water suggests studies related to the origin of life and to earth's history. It is studied for .its physical… |
Sequence 12Montessori divides the "Educational Syllabus" into three parts (115-119). The first," opportunities… |
Sequence 13• ability to connect the history of life on earth and its civiliza- tions with principles of the evolving self as well as the… |
Sequence 14closing or revolutionizing the traditional types of employ- ment. ... there is a need for a more dynamic training of… |
Sequence 15· revelation of the innermost "vocation" (deep calling) of the soul, a sense of mission or commitment to one… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 1Ninth-grade students of the Hershey Montessori Farm School attend a lecture at Case Western Reserve University 124 The NAMTA… |
Sequence 2BRINGING THE MONTESSORI THREE-YEAR MULTI-AGE GROUP TO THE ADOLESCENT by David Kahn Speaking from direct experience at The… |
Sequence 3Since students attend The Montessori Farm School coming from both Montessori schools and more traditional educational formats… |
Sequence 4hormonal extremes or momentary anxiety, boredom, apathy, worry, or lethargy, those students usually pull themselves back… |
Sequence 5middle, and end for five different cycles. So how does this work with the adolescent? In the beginning, the seventh-grade… |
Sequence 6This placing of social- ization in relation to a project involves produc- tion and being part of a social enterprise. When… |
Sequence 7When the adolescents achieve this social independence, they are ready for high school. They are insightful about new friends.… |
Sequence 8responsibilities in a safe place. They have achieved discipline in order to see what the next steps are in both social life… |
Sequence 1Harvesting tomatoes at Hershey Montessori Farm School 132 The NAMTA Journal • Vol. 28, No. J • Winter 2003 |
Sequence 2BONDING WITH THE NATURAL WORLD: THE ROOTS OF ENVIRONMENTAL AWARENESS by Louise Chawla With delicate literary style and… |
Sequence 3The foundation of a child's environmental awareness, the abso- lute foundation on which everything else builds, is… |
Sequence 4of dog turds, eating my garden. I picked off the pretty snails, carried them gently a block away and turned them loose on… |
Sequence 5though its speed is one mile a week. Its brain keeps working even when removed from the slug. Omigod! That little circle of… |
Sequence 6ENCHANTMENT WITH THE WORLD Let's begin with enchantment with the world. I want to emphasize this because I think that,… |
Sequence 7Nature: A Favorite Place [nformation about children's relationship with nature has been coming out from many studies… |
Sequence 8they are within sight and call of their parents, where they can dash inside as they need to. But when you ask them about their… |
Sequence 9We also know children have a special attraction to the natural world because when you involve them in design projects they… |
Sequence 10cause it's important for the health of children. I think you are familiar with Rachel Carson' s wonderful book A… |
Sequence 11trees grew and they're big, mature trees now and the grass has grown, but around others the trees died and everything was… |
Sequence 12rated games. They invented stories that would go on from day to day in their play, whereas the play in the built area was more… |
Sequence 13the farm manager and teachers: What were their goals? What did they want the children to be taking away from their visit? The… |
Sequence 14the natural world. Then they talk also, again and again, about some special person who showed the value of natural places (… |
Sequence 15LEARNING TO SEE AND NATURAL SYMPATHY Here again are the words of Rachel Carson, returning to the theme that, yes, facts are… |
Sequence 16ADVANCED KNOWLEDGE Rachel Carson leads us into this form of connection as well: "Once the emotions have been aroused… |
Sequence 17I'm the international coordinator of a project for UNESCO called Growing Up in Cities, which has produced many examples… |
Sequence 18idea? Beginning with the local, beginning with what's in their school yard, beginning with the individual creatures, that… |
Sequence 19QUESTIONS ANO ANSWERS Q. In the city farms that you mentioned, has any study been done on the long-term effects of that… |
Sequence 20A. I think we' re only beginning to reach that. Stephen Kaplan and Rachel Kaplan, at the University of Michigan, have led… |
Sequence 21A. I think it's a basic issue. The world is filled with people who care for their individual pets, care for their… |
Sequence 22Chawla, Louise. "Significant Life Experiences Revisited." Journal of Environmental Education 29.1 (1998,… |
Sequence 23Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 1Fritjof Capra 156 The NAMTA Journal • Vol. 28, No. 1 • Winter 2003 |
Sequence 2DEEP ECOLOGY: EDUCATIONAL POSSIBILITIES FOR THE TWENTY-FIRST CENTURY by Fritjof Capra Fritjof Capra's two-part lecture… |
Sequence 3based on my last two books, The Web of Life and the just recently published book The Hidden Connections. In the last chapter… |
Sequence 4extremely valuable and will have these larger social and political effects. With that, let me begin to talk about the topic… |
Sequence 5Report we read, "Humankind has the ability to achieve sustainable development to meet the needs of the present… |
Sequence 6I'm going to explore with you here. Ecology has many facets. You can study ecology as a science or as a philosophy, there… |
Sequence 7cal awareness, which is the awareness of connectedness-of being embedded in nature-is spiritual in its deepest essence. So it… |
Sequence 8Systems theory entails a new way of seeing the world and a new way of thinking, known as systems thinking or systemic thinking… |
Sequence 9Now, of course, not every network is a living system. A chicken wire fence is a network, a fishing net is a network, but… |
Sequence 10or dinner with people or have a drink in the bar and there's a conver- sation that reminds you of something you said to… |
Sequence 11This shift of focus from objects to relationships is not an easy one because it is something that goes counter to the… |
Sequence 12science. Just think of the difference between Western and Eastern medicine. When you are sick and go to a Western doctor,… |
Sequence 13So the arts can be a powerful tool for teaching systems thinking, in addition to other functions they have in education, in… |
Sequence 14her. In recent years there has been a dramatic rise in ecologically oriented design practices and projects, all of which are… |
Sequence 15Well, rather than going into all these details, let me just concen- trate on one important ecodesign area, and that is energy… |
Sequence 16be stored and used for our cars and buses and planes and trucks, until recently, was a major stumbling block. However, during… |
Sequence 17a fuel that can be stored, so hydrogen can be piped like natural gas or oil and can be stored in cars to drive. This brings… |
Sequence 18progresses, its energy efficiency will become so superior to oil that even cheap oil eventually will be uncompetitive and thus… |
Sequence 19then emerged and lived on that stage. The Gaia view is that the very stage was created and is being regulated and maintained… |
Sequence 20earliest stages is the only power on earth that can change the course of humanity in one gen- eration. So I'm more… |
Sequence 21development in ecodesign. In this second part I shall discuss the implications of all these ideas for education. I should tell… |
Sequence 22Similar efforts are underway in higher education, pioneered by an organization called Second Nature, located in Boston, which… |
Sequence 23What we learn is not only influenced by emotions but is even organized by emotions. And this means, of course, that an… |
Sequence 24attracted to one crop would disappear with the next. Instead of using chemical fertilizers, farmers would enrich their field… |
Sequence 25Now, beyond that, as you see a little bit from these slides, being in the garden is something magical. It is something that is… |
Sequence 26learning, based on the view of the brain as a complex, highly adaptive, self-organizing system. And in the publication… |
Sequence 27environment rich in sensory experiences and cognitive challenges will have lasting beneficial effects, while early… |
Sequence 28challenge is not to stimulate the child to learn-the child will learn no matter what. Children always learn, and they learn… |
Sequence 29synchrony. New experiences and understandings reconfigure these au tom a tic patterns. Learning is required when an en… |
Sequence 30voted to choose a small shrimp called the California freshwater shrimp, which occurred in the creeks surrounding the school in… |
Sequence 31Well, it is obvious that this kind of approach, integrating the curriculum through gardening or any other ecologically… |
Sequence 32the room, we find it's information that we've heard before. And it's nice to be validated as teachers to know… |
Sequence 33A. We have a different situation here because we started like this, with this problem, but then we became a foundation. We met… |
Sequence 34that their calculations would be completely wrong. They went in the wrong direction. But she didn't correct them, and… |
Sequence 35Q. Is there grant and foundation money toward green schools, green buildings? A. Yes, there is grant money. You should… |
Sequence 36Q. But she did. She said it. She said exactly what you said, that starting with the bacteria, each organism actually created… |
Sequence 37copy it, but to hold it up as a mirror of a different approach with similar goals and opportunities. I think it would be very… |
Sequence 38REFERENCES Ecoliteracy: Mapping the Terrain. Berkeley, CA: Learning in the Real World, 2000. The Edible Schoo/yard. Berkeley… |
Sequence 1Photo courtesy of ljhan Vershuur 194 The NAMTA Journal • Vol. 28, No. 1 • Winter 2003 |
Sequence 2ECOSYSTEMS IN THE BACKYARD PREPARING A DIVERSE OUTDOOR ENVIRONMENT FOR PRIMARY (AGES THREE To Six) CHILDREN by Mary B.… |
Sequence 3Nebraska is not an area of the country that lends itself to using the outdoors as an extension of the prepared environment. It… |
Sequence 4space has its own character and its own function, and each nurtures some distinct plant life as well as particular plant… |
Sequence 5It may sound a bit desolate, much like the virgin prairie must have been, but anyone who has observed children will be well… |