Search Inside Documents
Displaying results 3401 - 3500 of 13048
Sequence 6cycle. This is so vitally important because this experience is the most direct way for a child to access the laws of nature,… |
Sequence 8.----------------------------- child's right to explore the natural world. Of the forest Dr. Montessori eloquently wrote… |
Sequence 9These words are simple and deep, but clear enough for an older elementary child to grasp. Other areas of creative endeavor in… |
Sequence 10of biology and nature study, to have heard of their particular life- changing experiences, and to experience their original… |
Sequence 11This type of work is the same done by great researchers and naturalists in the field. Jane Goodall has kept meticulous notes… |
Sequence 14years and most are already represented in our classroom materials. One large area of biology study that may not be as… |
Sequence 15book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and… |
Sequence 2SCIENCE AND MATHEMATICS: WHAT Is FORMED IN THE ELEMENTARY THAT BLOSSOMS IN THE THIRD PLANE by Peter Gebhardt-Seele Peter… |
Sequence 3look, how do they feel, and what is their name? If J am six to twelve years old, what is important is the cosmos, the totality… |
Sequence 5Next is liquids and gases: everything that has to do with pressure, volume and pressure (you know, the product of volume and… |
Sequence 7languages too), philosophy, religion, natural science-biology and so forth-and history. This seems to be a huge body of… |
Sequence 2arms around and used an angry voice, and I would have made her feel terrible about herself. She would have wagged her tail (… |
Sequence 4Montessori conceived of the approach that came to be called indirect preparation. If you visit a Montessori primary classroom… |
Sequence 5patterns that have been absorbed are related to the patterns and process of cubing, and then to calculation of cube roots. In… |
Sequence 6Moral development and awareness come from within a child's normal social experience. It may need to be guided and… |
Sequence 8Daniel Goleman speaks of five dimensions of emotional intelli- gence, characterized by twenty-five emotional competencies. Two… |
Sequence 12comes of their studies, they are met with a mixture of alternative, complementary, and unrelated studies, provided by their… |
Sequence 13reptiles, insects, and birds into the campsite of a group of early humans. What, Swim me asked, would be the likely response… |
Sequence 3Twelve years into this adolescent work, reflecting on what I have come to understand about Montessori principles, what I have… |
Sequence 8knowledge upon which further knowledge and understanding are based. We must not give everything, but strive to know what is… |
Sequence 9And do those elefftents of social organization change from the first sub-plane of twelve to fifteen to the second sub-plane… |
Sequence 10offered to humanity in solving dilemmas and facing challenges. The natural, psychic gifts of humans-mathematics, language,… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 5a school; we're a nice school, but we are not a comm unity that learns, that learns and grows together in all that we do… |
Sequence 2DEEPENING ERDKINDER PRINCIPLES WITHOUT A FARM: PEDAGOGY OF PLACE IN A NEIGHBORHOOD by Jacqui Miller and Barbara Fox Arbor… |
Sequence 5Farm Hostel Garden To serve. to sell, Shop Coffee House to eat Market Pizza Day Produce, Crafts Lunch Service Baked… |
Sequence 10Just as we've recognized the need for occupations to support the work of them icroeconomy, we've identified the need… |
Sequence 11ing the second year of our program, a student with a passion for marine biology set up a fifty-gallon marine reef aquarium.… |
Sequence 8We can't lose sight of the progression from concrete to symbolic to abstract. I think that Montessori really acknowledges… |
Sequence 9Part of my responsibiUty, even though we extensively use technol- ogy, is to decide if a certain technology is appropriate,… |
Sequence 11problems or thirty geometry problems, when they've already mastered it and understand it after doing three or four. It… |
Sequence 2GLIMPSING MATURITY: CHARACTERIZING THE FIFTEEN- TO EIGHTEEN-YEAR-OLD by Gena Engelfried ft is essential to Montessori high… |
Sequence 11quickly obsolete? Continued observation, communication, and re- search will help unravel this and other mysteries surrounding… |
Sequence 4Figure 1. Timeline of mathematics. Graphic by David Waski. primary tracking mechanism used in our schools today. It has bad… |
Sequence 5r Algebra :ZO,o Puactcrus Arithmetic Geometry 7 ~on• Polyp.al Nufnti.- P,cti.qon,, • GcomW"1c Th.co.-,.;… |
Sequence 6Specia 1 things happen when you begin to look at mathema ties from Montessori's construct. You have a triangle, which is… |
Sequence 10basically trapped in a desk, and three words could change it. T believe that education is an invitation, not an imposition,… |
Sequence 2HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 3My training is primary, and my work before adolescent was in the Children's House. As Chris Kjaer was saying, "… |
Sequence 16So what do you have? For the adolescent, it's them at the center. This is the healthy egocentrism. But it is never just… |
Sequence 2Whole formative synthesis, because it represents the total of the disciplines that translates into to the "… |
Sequence 5· To give our pupils respect for and confidence in the powers of their own mind. • To extend that respect and confidence to… |
Sequence 7The integration with the sciences and math would be through quan- titative analyses, e.g., visitors to the museums, while… |
Sequence 10c. The Study of the History of Humanity (as a whole) (scientific discoveries, geographical explorations, envi- ronment and… |
Sequence 3logical capacities for information storage and retrieval, the stu- dents are equipped, trained, and encouraged to utilize… |
Sequence 10The better the connection to all the institutions of University Circle through different pursuits of the disciplines, the more… |
Sequence 12Where am I going? How do lfulfill my needs? Who am I in relation to the collective?, etc.) and are the equivalent of the… |
Sequence 13IMl'LEMENTING WHOLE FORMATIVE SYNTHESIS IN THE HUMANITIES When Montessori alludes to both "scientific and… |
Sequence 23e) John F. Kennedy and the Cuban Missile Crisis f) Jimmy Carter as non-governmental statesman g) Eleanor Roosevelt and social… |
Sequence 1EDUCATION AND PEACE: CURRICULUM INTEGRATION AT MONTESSORI HIGH SCHOOL by Regina Feldman Tl,e following text explores… |
Sequence 2"new child," the "spiritual embryo," endowed with inner wisdom, independence, dignity,… |
Sequence 3At Montessori High School, peace, a synthetic shortcut to Montessori philosophy, weaves through the strands of juxtaposed… |
Sequence 4be left behind. This truly synthetic endeavor implies a drive forward towards a higher and spiritual goal, a better world,… |
Sequence 3Thank you everybody. What a lovely way to start. To show that we care for each other and want to work together. I believe… |
Sequence 9Therefore my Inner Peace section became more of a journey section, exploring the inner peace I received while learning through… |
Sequence 3brain where visual images are processed. The eyes could be heal thy, fully functioning, but it is the brain that "… |
Sequence 4malformations. Some slight malformations can be surgically remedied after birth; in the majority of cases, the effects are… |
Sequence 5acquisitions; she referred to one of these as the absorbent mind- that particular way the mind functions in the child under… |
Sequence 7• six million for the working-class child • eleven million for the child of professionals Montessori wrote about the apparent… |
Sequence 14A toddler bites for many reasons: • not enough language to yet express her feelings, desires, thoughts • frustration-when… |
Sequence 15organism to realize its full potential. The toddler is pushed from within to move, to chatter, to explore, to experiment. It… |
Sequence 2INDIRECT PREPARATION: OLD VISION; NEW PERSPECTIVES by Annette Haines Dr. Haines elucidates the subject of indirect… |
Sequence 3the brain are called engrams. These are the representations of experience, be it visual, auditory, gustatory, olfac-… |
Sequence 4are laid down. Then the windows close and much of the fundamental architecture of the brain is completed. (7) So we… |
Sequence 6conscious understanding of what he already knows. He knows that he knows. This, of course, is the beginning of self-awareness… |
Sequence 7Indirect preparation is the means whereby a child can progress, i.e., jump to a new level of development, in a natural way,… |
Sequence 8spontaneously, in an explosion of enthusiasm and the child has the impression not only of being self-taught, but of having… |
Sequence 6part of this universe has its laws. When these laws are followed, human development can achieve its potential. Jn a lecture on… |
Sequence 2THE SCIENCE BEHIND THE ABSORBENT MIND: NEUROBIOLOGY FOR MONTESSORIANS by Lise Eliot Drawing on her extensive experience in… |
Sequence 22exactly what Judi was talking about: the number of words spoken to children in different homes, which, by the way, correlates… |
Sequence 1NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 3Montessori was very clear about when and how to cure these deviations, to help the child to once again integrate the physical… |
Sequence 1MONTESSORI FROM THE START: FOUNDATIONS FOR INDEPENDENCE by Lynn Lillard Jessen and Paula Polk Lillard Ms. Jessen and Ms.… |
Sequence 7ers to see incremental steps of progress as they are happening. My advice to them-to you if you are a new teacher-is, &… |
Sequence 8The goa I is to be able as adults to exercise self-control in all areas of life: the ability to follow through, to make our… |
Sequence 9in the basement of the independent school that the older two of my then four daughters attended. None of the materials from… |
Sequence 11for the adult and the child, both of whom are now at the mercy of the child's unformed mind. THE FORMATION OF LANGUAGE… |
Sequence 12work was everywhere: on the tables of all sizes, on rugs on the floor, in the hallways, all displaying the children's… |
Sequence 15hours spent playing with my dolls under the weeping willow tree whose branches hung to the ground making the perfect hideaway… |
Sequence 1CHILD DEVELOPMENT STUDIES by Mary Reinhardt Ms. Reinhardt presents a practical article on upper ele111entary "appren… |
Sequence 1MOTHER AS THE FIRST PREPARED ENVIRONMENT by Susan Tracy S11sa11 Tracy's deep research about the prenatal, periHntnl,… |
Sequence 2THE PSYCHO-MOTOR AND SENSORIAL ROOTS OF THE DISCIPLINES FROM BIRTH TO Six by M. Shannon Helfrich Emphasizing that the start… |
Sequence 4Intelligence is the ability to learn or understand from experience, the ability to acquire knowledge; it is mental ability or… |
Sequence 5from a slightly different point of view. I want to discuss with you the nature of the 111ntlze111nticnl 111i11d and the… |
Sequence 16When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 1MONTESSORI AND SPECIAL EDUCATION: AN EVOLVING RELATIONSHIP by David Kahn Montessori a11d Special Education II is NAMTA'… |
Sequence 2promotes various Multisensory Structured Language Programs with a long history of success, all compatible with Montessori… |
Sequence 3What can we offer the child for whom the outcomes of normalization seem to be blocked? I do not believe that any child gets… |
Sequence 9will say that we are acting too early when we raise questions at the primary level. However, [ find that the observations of… |
Sequence 3It is a gift to work at the Hershey Montessori School Adolescent Program on the Farm, because the hundred acres of farm,… |
Sequence 11Horner, Jack. "The Extraordinary Characteristics of Dys- lexia." Perspccti,•es 011 Ln11g11nge n11d Literacy… |
Sequence 2A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 5This is why the Montessori method, which was devised for a typical child, needs some adaptation for a child on the spectrum.… |
Sequence 2MONTESSORI EDUCATION, NEUROPSYCHOLOGY, AND THE CHILD WITH SPECIAL NEEDS: REFERRAL, ASSESSMENT, AND INTERVENTION by Steven J… |
Sequence 4sional, somebody who may do an evaluation on a child in your care. I hope to bridge a bit of the traditional Montessori… |
Sequence 10The reason that most parents are not good at judging "normal" is pretty clear: Most parents know one or two… |
Sequence 49What we are working against here, again, is nature. No one signs up to be at the ninety-eighth percentile of stress reactivity… |
Sequence 62Frankly, in your pedagogy, in the method of Montessori educa- tion that you practice, J believe that everything you need is… |
Sequence 63tells you that, suspect other things that they are telling you. They have a model, a theory, which may be quite interesting,… |
Sequence 3"Why isn't this child who appears to be of normal intelligence learning to read?" "Well,… |