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Sequence 13121 Moudry • Technology, Togetherness, and Adolescents For each of the areas listed above, there are specific digital skills… |
Sequence 20128 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Accept and Use the Revolution but Stick to the Montessori Principles… |
Sequence 21129 Moudry • Technology, Togetherness, and Adolescents reFerences American Academy of Pediatrics. “Media and Children.”… |
Sequence 1Technology And The prepAred environMenT For The Third-plAne child by Cynthia Castiglione Cynthia Castiglione presents Near… |
Sequence 5135 Castiglione • Technology and the Prepared Environment Would Maria Montessori Embrace Technology in the Adolescent… |
Sequence 6136 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 needs of the adolescent through the needs of the third-plane child by… |
Sequence 19149 Castiglione • Technology and the Prepared Environment speed internet access and 83% a home computer, compared to ten… |
Sequence 1MonTessori prAcTices: opTions For A digiTAl Age by Mark Powell Mark Powell’s plea for an open-minded view on the full scope… |
Sequence 2154 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 gone and knocked on the doors of the rocks in order to call forth from… |
Sequence 3155 Powell • Montessori Practices: Options for a Digital Age Especially while in India, Dr. Montessori was fascinated by 16mm… |
Sequence 4156 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 of greater attraction to governments and the best minds of science?… |
Sequence 5157 Powell • Montessori Practices: Options for a Digital Age exchange information in global learning communities.”5 Apart… |
Sequence 7159 Powell • Montessori Practices: Options for a Digital Age watching YouTube daily has risen 40% year over year since 2014… |
Sequence 9161 Powell • Montessori Practices: Options for a Digital Age sets of information that take the user from one page to another… |
Sequence 11163 Powell • Montessori Practices: Options for a Digital Age who Are The digiTAl nATives? Like all children born in the new… |
Sequence 13165 Powell • Montessori Practices: Options for a Digital Age especially when their attention is not compromised by… |
Sequence 15167 Powell • Montessori Practices: Options for a Digital Age book so their peers or teachers can listen to them later; and… |
Sequence 16168 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Rosetta Stone is a computer-assisted language learning software that… |
Sequence 17169 Powell • Montessori Practices: Options for a Digital Age able to Montessori elementary classrooms. A well-chosen video… |
Sequence 19171 Powell • Montessori Practices: Options for a Digital Age cutouts, a technique that upper elementary students can easily… |
Sequence 20172 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 and is very empowering and motivating for children…and yet it takes… |
Sequence 21173 Powell • Montessori Practices: Options for a Digital Age teaches people how to see without a camera.” Young children of… |
Sequence 23175 Powell • Montessori Practices: Options for a Digital Age Email is a great way to get elementary students writing to oth… |
Sequence 25177 Powell • Montessori Practices: Options for a Digital Age work together (Google Docs, Email, Moodle,9 Wikis, and blogs) to… |
Sequence 27179 Powell • Montessori Practices: Options for a Digital Age advances in digital technology. With Lego Mindstorms even lower… |
Sequence 29181 Powell • Montessori Practices: Options for a Digital Age Montessori, Maria. To Educate the Human Potential. 1948. Oxford… |
Sequence 1nAvigATing The world oF Technology wiTh kids in The hoMe, in The school by Bill Rupp Bill Rupp offers practical wisdom from… |
Sequence 2184 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 While I may not be a digital native, I grew up killing hour upon hour,… |
Sequence 244 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Good morning. It truly is great to be up here on the stage with… |
Sequence 345 O’Shaughnessy and Patell • Interview on the History of Observation tion. In those days, the early days (the 1960s),… |
Sequence 446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 547 O’Shaughnessy and Patell • Interview on the History of Observation at the right time, you will get the right result.” But… |
Sequence 648 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 unique ways. Margaret Stephenson had an impact certainly on me. Camillo… |
Sequence 749 O’Shaughnessy and Patell • Interview on the History of Observation who’s interested in shapes, for instance, look at all… |
Sequence 850 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 some other cause apart from what seems to be superficially obvious so we… |
Sequence 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 258 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 When I am in the midst of children, I do not think of myself as a… |
Sequence 359 O’Shaughnessy • The Observation Scientist As Sherlock Homes proclaimed, “Data, data, data! I can’t make bricks without… |
Sequence 561 O’Shaughnessy • The Observation Scientist wOrk curves and The fOur levels Of nOrMalizaTiOn Stage One The main features… |
Sequence 864 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 This is followed by the main work of the day in which • the child puts… |
Sequence 1167 O’Shaughnessy • The Observation Scientist 6. A drive for order in the way they work and organize their work. 7. Social… |
Sequence 3187 O’Shaughnessy • The Observation Scientist teresting to the children and which activities cause a “polarization of… |
Sequence 3490 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 The first is our attitude. We need to adjust our attitude toward… |
Sequence 3894 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 knowing what went wrong. I have seen children with the finger charts… |
Sequence 3995 O’Shaughnessy • The Observation Scientist Figure 19. The center and the periphery. The Center! Errors! Observation is… |
Sequence 4197 O’Shaughnessy • The Observation Scientist In order to feed the spirit of the child, we must respect that process of… |
Sequence 4399 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 1ObservaTiOn: a PracTice ThaT MusT be PracTiced by Karey M. Lontz Karey Lontz’s article on learning how to “dominate by… |
Sequence 2102 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 I also think about observation as being exciting! Exciting because I… |
Sequence 6106 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Regaining the Power of Observation Here are some ideas to help you to… |
Sequence 7107 Lontz • Observation: A Practice That Must Be Practiced To be better observers, we need to live in the pres- • ent. Not… |
Sequence 8108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in… |
Sequence 9109 Lontz • Observation: A Practice That Must Be Practiced from all over the world to see this work. They wanted to see these… |
Sequence 10110 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 lectures and her observations of children have been compiled into many… |
Sequence 12112 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 the ball tracker, put it in the tray and put it away. Isn’t that great?… |
Sequence 13113 Lontz • Observation: A Practice That Must Be Practiced Guiding Principles that Montessori Discovered through Observation… |
Sequence 15115 Lontz • Observation: A Practice That Must Be Practiced the spirit is being nourished. The guide’s goal with this linking… |
Sequence 17117 Lontz • Observation: A Practice That Must Be Practiced top lives, and it wasn’t there. I thought about it. Where did I… |
Sequence 30130 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 “This isn’t something the child should be doing. I am going to stop him… |
Sequence 1becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg MacDonald leaves no stone unturned as he places the… |
Sequence 2134 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 observation. This offers us the opportunity to achieve a great deal more… |
Sequence 3135 MacDonald • Becoming a Scientific Observer Here is one statement that she made about observation: We must hold ourselves… |
Sequence 4136 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 child. You can’t pour information into somebody else’s mind. You can’t… |
Sequence 6138 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 I also want to emphasize that this process of self-construction happens… |
Sequence 10142 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 a quiet and empathetic conversation with him or her. This is an ap-… |
Sequence 11143 MacDonald • Becoming a Scientific Observer these physical “therapies” intended to alter their child’s physical… |
Sequence 13145 MacDonald • Becoming a Scientific Observer This is true for all ages, and for all manner of behaviors. Montessori… |
Sequence 14146 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Other times, the word secret is strongly implied. Here’s an example of… |
Sequence 16148 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that will continually generate new opportunities like this. When we make… |
Sequence 20152 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 and observe and you may learn something quite incredible. You will also… |
Sequence 21153 MacDonald • Becoming a Scientific Observer wOrk In The Advanced Montessori Method, Montessori includes a section titled… |
Sequence 28160 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 If you have a particular child or situation or a particular purpose, you… |
Sequence 31163 MacDonald • Becoming a Scientific Observer initial observations and for determining possible research questions, but the… |
Sequence 33165 MacDonald • Becoming a Scientific Observer example). A checklist or rapid recording system is necessary for this… |
Sequence 36168 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Traffic Flow The observer uses a map of the classroom and at… |
Sequence 37169 MacDonald • Becoming a Scientific Observer that both are constructed “to an exact plan.” The web of the spider, she… |
Sequence 38170 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 cOnclusiOn So what may we conclude from this presentation? I would focus… |
Sequence 39171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |
Sequence 1whaT are we Observing and hOw? by Linda Davis In this talk, Linda Davis discusses observation at the adolescent level. She… |
Sequence 2174 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 At some point the caterpillar stops eating and starts spinning a… |
Sequence 3175 Davis • What Are We Observing and How? place, but like the butterfly in the chrysalis, we can’t see everything. What we… |
Sequence 5177 Davis • What Are We Observing and How? Dr. Montessori called them social newborns. They have all that wonderful… |
Sequence 8180 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 most definitely not what I saw going on here. I remember thinking, “If… |
Sequence 10182 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 references Montessori, Maria. From Childhood to Adolescence. 1948.… |
Sequence 1The rOad hOMe by Molly O’Shaughnessy “Children have the potential to create a world we cannot imagine. This is our hope.” In… |
Sequence 5189 O’Shaughnessy • The Road Home deeper our understanding becomes. As the footholds of observation begin to strengthen, the… |
Sequence 6190 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 are confident, competent, self-disciplined, brave, spiritually strong,… |
Sequence 7191 O’Shaughnessy • The Road Home another personality, a personality very mysterious, not considered in this world, not… |
Sequence 10194 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 It is the child, not the adult, who serves as the link from one… |
Sequence 9207 Joosten • Observations lized. The observations concerning some of the objects mentioned above can, indeed, be made with… |
Sequence 14212 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 and social behavior); 2. Sensorial activities (develop consciousness and… |
Sequence 15213 Joosten • Observations recommended. This is social and moral obligation. Its fulfillment can make a precious… |
Sequence 1ObservaTiOn by Lakshmi A. Kripalani The adult who is inexperienced in the art of observation may, even with the best… |
Sequence 4232 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 drama or elocution competitions were held to reflect the philosophy of… |
Sequence 5233 Kripalani • Observation theories. Dr. Montessori used her observation to discover the inner functioning of the child and… |
Sequence 6234 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 proper sunlight. The seed may sprout and take its root in a zig-zag… |
Sequence 9237 Kripalani • Observation disbelief or being caught in the trap of old techniques of teaching rather than directing the… |
Sequence 11239 Kripalani • Observation being observed record their own activity and their own behavior. Let them then share objectively… |
Sequence 18246 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 All the possibilities of concentration on varied aspects of ob-… |
Sequence 19247 Kripalani • Observation the ability through analytical observation to appreciate the laws of development and to know the… |