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Sequence 5instructional activities that will help children develop the learning-to- learn skills and behaviors associated with school… |
Sequence 18was from 8:30 A.M. to 1:30 P.M. There were 25 children in a class with a teacher, an aide, and two parent-aides who alternated… |
Sequence 7Time duration of interactions was significantly different between the two schools. Montessori children interacted longer times… |
Sequence 3forward to a big future at Syracuse University. ot to mention along the way I've found a great boyfriend and earned… |
Sequence 5helping students to be total human beings is a more important aim of education. Too many specialists can have only minimal… |
Sequence 7are to be expected and even desired for they contain information essential for further learning. For students to discover and… |
Sequence 8who must get well - grow in health. The farmer does many things for his plants or animals, but in the final analysis it is… |
Sequence 13Lupus is an exhausting disease, but Flannery O'Connor was none- theless to make herself into one of the great writers of… |
Sequence 10Elements of the Definition of Class Discussion I. An interchange between students, not primarily between stu- dents and… |
Sequence 7verbal; memory of mere opinions adopted on the naked authority assumed by indoctrinating teachers. The conception of the… |
Sequence 2Method of Instrumentation The sample consisted of 96 Montessori students and 48 school stu- dents, their parents and teachers… |
Sequence 2this sense to accomplish his ends in a natural way, instead of having to keep intervening to add new things. In the 17th… |
Sequence 10complex civilizations that the Mexican philosopher and educator Jose Vasconcelos dubbed them "the cosmic race.&… |
Sequence 6...... The Montessori Birth Center served as a referral service, matching Assistants to Infancy with families desiring their… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 2outside the school, directives from supervisors, and advice from others in similar roles. They accepted the status qua and… |
Sequence 131. Much greater range of students' instructional materials (books, tapes, films, programmed in- struction, simulations… |
Sequence 12casks in terms of the adaptive actitudes and skills chat he believes every person should master, including industry, identity… |
Sequence 16must hold students to real academic standards to be ready for college and life. College faculty chink high school teachers… |
Sequence 25Those techniques used in oral cultures to shape sound into more memo- rable fonns we find also to be prominent in children… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 9Each observation period required approximately two hours; at the comple- tion of each session the observer tallied the checks… |
Sequence 18The study supports the findings of Bruner, DeCharms, and others that self- motivation is part of a complex process In… |
Sequence 19The best response to the objections is to insist on telling the truth. Administrators must have the courage to face the public… |
Sequence 9exception was in one of the Montessori classrooms, where a student, described by her teacher to have a mother addicted to… |
Sequence 4Gardner and Montessori both look well beyond the notion of fixed IQ and predestined aptitudes. Rather, their joint perception… |
Sequence 1IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
Sequence 2school. This is similar, in fact, to the task that was set for him by the Parisian government at the turn of the century. If,… |
Sequence 3through stages of development at the same pace in all domains. By the 1970s, Piaget's version of universal development… |
Sequence 4after Ml), intelligence is displayed, discovered, and developed within the context of meaningful, culturally significant… |
Sequence 5in each case. The distinct processes of thinking that each goes through cannot be confused. Extending the definition of… |
Sequence 6to develop other aspects of their abilities in order to achieve the same success and acclaim they earned in the West. While… |
Sequence 11Standardized tests promote a "wall-chart" mentality in which the achievement of scores is more important… |
Sequence 12Several researchers have pointed out the value of apprenticeships for education both in school and out (Collins, Brown, &… |
Sequence 14the child today, in the past, and in future lines of growth; (5) what evidence is provided of cooperation in the preparation… |
Sequence 18mances on these two very different measures. The Stanford-Binet was administered by an independent psychometrician to 19 of… |
Sequence 19strengths and both displayed weaknesses in three areas. Only two kindergartners showed any strengths, and of the other five… |
Sequence 22Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 23Gruber, H. (1974). Darwin on man: A psychological study of scientific creativity. New York: Dutton. Haney, W., &… |
Sequence 24Resnick, L. (1987). The 1987 presidential address: Learning in school and out. Educational Research, pp. 13-20. Rogoff, B. (… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 4that distinguishes bluntly between dumb and smart. It's who we are. It's a quarter inch below the surface all the… |
Sequence 6Now come the personal intelligences, the intelligences of the social world and self. Interpersonal intelligence is the… |
Sequence 8opmentof which is theimportantthing. The chapter of Frames of Mind (Gardner 1983 / 1993) that gets overlooked is the… |
Sequence 13REFERENCES Gardner, H. (1993). Frames of mind (2nd ed.) New York: Basic Books. (Original work published 1983) Hermstein, R… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 4traditional view, intelligence is defined operationally as the ability to answer items on tests of intelligence" (… |
Sequence 5another"; therefore education ought to be responsive to these differ- ences, maximizing each person's own… |
Sequence 6WHAT ARE THE INTERPERSONAL AND INTRAPERSONAL INTELLIGENCES? In Gardner's words, Interpersonal intelligence builds on a… |
Sequence 7research and gives a new view of a curriculum for life. Maybe more research will bring more ways to define and create… |
Sequence 8• Montessori bells are provided for the music perception task. • There is a naturalist's corner with biological specimens… |
Sequence 13personality. It supports all the traits needed for the child's adaptation to a society that is in continuous change, so… |
Sequence 14• Good and strong preparation of teachers/ guides Two quotes follow, giving us food for thought about the future. First, in… |
Sequence 13As neuroscience probes the depths of human inner space, our respect for the marvels of the body, its intelligence and… |
Sequence 15games were once part of natural play, and there is nothing to replace their contribution to neurological organization for the… |
Sequence 8obey their natural laws and thereby exist harmoniously. Humanity- all those who have preceded the child-gives endless lessons… |
Sequence 9The mind best abstracts from experience, and the Montes- sori materials provide the sense experience of the ideas of number… |
Sequence 10The following are two examples from this point of view of what the child experiences that develops the individual intelligence… |
Sequence 9with her husband. She was also a vet. The students who worked with her went early in the morning to help her with the hard,… |
Sequence 1MONTESSORI: A CARING PEDAGOGY by Elizabeth Hall In this Montessori manifesto of caring, Ms. Hall puts forward the impor-… |
Sequence 9was one of the most wonderful experiences of my Ufe. I really felt as though I was living with nature, without worrying about… |
Sequence 8attention most naturally? How can I capitalize on the natural interests of the student to draw her or him ever more deeply… |
Sequence 9students the opportunity to apply ideas to their per- sonal lives first. Thus, a Socratic Practice group may be studying… |
Sequence 6school operation as a whole, maintained by a young family. Thus the Erdkinder is teeming with so many opportunities for work… |
Sequence 32University of Vermont, where they held 750 high school Latin stu- dents spellbound in a gym during a presentation at Vermont… |
Sequence 4we introduce the children to the idea of respect of all of us for one another. (Stephenson, 1993, p. 26) A rich body of… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 5solutions. Quality of instruction declines accordingly, and with it goes the quality of learning opportunities for students.… |
Sequence 11for the needs of reading teachers, mathematics teachers are trying to reform mathematics instruction independently of science… |
Sequence 30is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to… |
Sequence 2to leave the setting of their school behind for an experience on a farm. Set on a mountain top and a tract of forest land, the… |
Sequence 8THE FARM AS BUILDER OF COMMUNITY AND SELF Two faiths can rise up in the man: faith in God and faith in himself The two… |
Sequence 10studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the… |
Sequence 15Open up to nature And enter Yet another world THE FUTURE CHALLENGE: FORMING A NEW CONSCIOUSNESS There needs to be a &… |
Sequence 3Howard Gardner's work and the present state of his Theory of Multiple Intelligences, which debunks traditional notions of… |
Sequence 6Locke is followed a century later by Kant, who combines Locke's environmental influence with innate ideas of time and… |
Sequence 7These philosophers believed that symbols, not simply nature or nur- ture, were the sine qua non of how we come to know in this… |
Sequence 8how we come to know, we just need to figure out the code. Did you hear me mention children, emotional dimensions,… |
Sequence 9PRESENT My colleague, Bruce Torff at Hofstra University, likes to say that the theory of multiple intelligences changes the… |
Sequence 10it in his 1995 keynote address to this very group, "Ml validates what one sees good teachers doing every day: looking… |
Sequence 13this child showing me?" and you ask the child what he or she likes to do. My nephew attends a Montessori preschool.… |
Sequence 16encode (write) multiple forms of representation creates opportunities for activating, developing, and refining our minds. We… |
Sequence 6and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
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 9initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 14DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 13DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 18initially shown spontaneous interest, quickly lose that interest. They now realize that rewards reduce a child's desire… |
Sequence 28Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 43and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
Sequence 20High U) w C, z w .J .J ~ :c 0 Low SKILLS High Figure 1 itself. One situation that does often produce flow is… |
Sequence 23reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 9Because, even with all the glory and the grandeur of those furnish- ings, the world would have been an unfilled promise, this… |
Sequence 3interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
Sequence 31Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 9· "My first day of Middle School ... " • "Elementary school was the ... " · "My… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 7cultural history when "bigger" was "better." The tradeoff was that bigness meant… |
Sequence 4The crucial point of the whole question is the manner in which he considers the child, and this cannot depend on external… |