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Sequence 1THE HIGH SCHOOL, NOBLE CHARACTERISTICS, AND PEACE by Guadalupe Borbolla Guadalupe Borbolla's humanities outline goes… |
Sequence 2First and Second Dimensions The first and second dimensions aie subjects that encompass academic materials required in the… |
Sequence 3I would like to present two examples of Little Communities as prepared environments: Colegio Montessori de Tepoztlan in Mexico… |
Sequence 4that help protect the environment. Montessori understood young adolescents, their spiritual attraction, their keen humanistic… |
Sequence 4In October, 2005, NAMT A sponsored the third international Ado- lescent Colloquium, a gathering of eminent Montessori… |
Sequence 15We tell many stories of the great and famous inventions and discoverers of history from Archimedes to the present, and other… |
Sequence 4of Mexico and California, today we are exploring new ways to refine our understanding of organisms and molecules at the micro… |
Sequence 22--- ------------------------------ seeming independence from nature and our bodily existence. The first Semitic aleph-beth… |
Sequence 3If a child is to keep alive his inborn sense of wonder without any such gift from the fairies, he needs the companionship of… |
Sequence 18Getti11g Things D011e • reacting to instructions Expressing Attitudes • expressing need Subject Content Language Arts •… |
Sequence 20Grammatical Structures • me gusta/n • te gusta/n - le gusta/n • tengo un/una ... • tengo/tiene _ anos. • esta/n +… |
Sequence 21• use rhythm instruments while singing traditional Mexican songs • use metric measurements to make polvorones • use… |
Sequence 127To balance requires great attention, New Zealand, 2006 Walking o balance beam, United States, 2000 Happily striding towards… |
Sequence 140Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 143Studying the time/ine of life on earth, a geologicof.biological progression of animals, plants, and earth changes, Japan,… |
Sequence 148Montessori Farm Programs in Africa, Australia, and Mexico Shepherding pygmy goats, Telperion Farm School. serving ages 3-18… |
Sequence 149m l~1:.11i, ''I ll I l I i,, -,1, I I IHJ 111 J Playing the didgeridoo, Wadja Wadja High School, 2005… |
Sequence 156Peace and Education, continued Montessori in Latin America: From Argentina to Mexico, 1911 to 2007 Montessori schools had… |
Sequence 179Photo Crediu, continued Elise Broun Barnett Collection Soro Brody Helen Brophy Kannekar Butt Coring for Young Refugees… |
Sequence 180Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
Sequence 13trees, and all life that emanates from the natural world (Montessori, From C!tildhood to Adolescence 19). This inner… |
Sequence 6Only one year older (age sixteen), when adolescents at the Colegio Montessori de Tepoztlan (Cuernavaca, Mexico) were exposed… |
Sequence 47The time in the past is gone when Rome and Greece were mixed with the memories, sometimes justly unsympathetic memories, of… |
Sequence 48past, condemning one to waste time on issues that already have been solved or, at least, issues that have been put in some… |
Sequence 49young man is supposed to wear to the chariot races as well as what exercises will mold attractive feet and biceps to excite… |
Sequence 8mission: "The next generation of leaders will come from this program. Soon they will be sitting here, and it will. be… |
Sequence 4fn this paper, I will summarize the fundamentals of current re- search-basedK-12 social, emotional, ethical, and aca-… |
Sequence 3success to their Montessori experience. Isn't that success enough? Who has the time and energy to take on more than that… |
Sequence 16the power of self-direction increasing by degrees in the sum these of successively repeated acts, are the stout little… |
Sequence 5books, television, and computers. As these technologies have grown, so has the potential risk of disembodiment. Abram's… |
Sequence 2WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 1CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 12009 NAMTA BASELINE SPECIAL EDUCATION SURVEY analysis by Barbara Kahn Whnt does n survey of eighty-two Montessori schools… |
Sequence 2• 18% Midwest (Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota,… |
Sequence 23if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 25buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 28argues a lot, thinks, and, as a matter of fact, I believe, personally, that it's the first age for the serious study of… |
Sequence 43Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
Sequence 19The pharaohs and their nobles were very territorial and had stone markers set up to mark the boundaries of their lands.… |
Sequence 8the children in the class will know where the child is going in a short time. Parents of children in the class who are from a… |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 2INITIATION TO THE KNOWLEDGE THAT Is THE PRIDE OF OUR CIVILIZATION by Donald C. Goertz Don Goertz's nccount of his… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 4to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 7Julius Ceasar assassination site What difference, we ask, might it have made in the fortune and fate of Rome had Caesar lived… |
Sequence 30last eight days of the trip. For some, this can be a very difficult task; for all, it is a learning experience. Tn the… |
Sequence 8110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 2THE SEARCH FOR A NEW DEFINITION OF CREATIVITY by Guadalupe Borbolla Begin11ing with traditional definitions of creativity,… |
Sequence 2CHILDREN THE MAKERS OF CULTURE: THE ARTIST WITHIN by Olga Dantus Olgn Da11t11s writes 11 refreshing, impressionistic view of… |
Sequence 14bubble) and common space (don't break anybody else's bubble). In this exercise, we can move our bodies in many… |
Sequence 3Figure 1. The world map of scientific discovery. and how the syllabus provides a vehicle for integrated science instruction.… |
Sequence 6world of our ancestors. In an increasing global world, we must be continually aware that we share our planet and its natural… |
Sequence 2the sheep. Johnny was perfectly still and the sixty students looked on with anticipation. "The shepherd calls and the… |
Sequence 8Sofia with child in the atrium in the 1970s. Photographer unknown. These expressions all indicate serene enjoyment, which… |
Sequence 9PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 23(five- to six-year-olds, in Mexico, Ttaly), who, because they have greater graphic abilities, have represented the shepherd as… |
Sequence 8142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 4168 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 suddenly every detail of every encounter becomes an invitation into… |
Sequence 6180 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 But even more important, from a Montessori perspective, the adolescent,… |
Sequence 7197 Hutchison • Teaching Nature: From Philosophy to Practice There’s a strong focus on self-esteem and per- sonal identity… |
Sequence 8208 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the last chapter of my last book I have an extensive discussion and… |
Sequence 5253 Berry • The Great Work of the New Millennium everything is both object and subject. As objects they are used; as… |
Sequence 4262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 are called upon to take an active part in the life of humanity, they… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 484 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 If two species survive their initial introduction, natural selection… |
Sequence 23183 Henke • Toward the Ultimate Goal of Peace must be exposed so the students can meet them. This extends be- yond material… |
Sequence 1418 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 (traditional healers) worked with more than 100 participants, ad-… |
Sequence 1an overview of familY sTar monTessori school by Ginny Trierweiler Family Star Montessori School is well acquainted with “… |
Sequence 3125 Trierweiler • An Overview of Family Star Montessori School Family Star also has very diverse staffing in order to most ef… |
Sequence 494 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 out of acquaintance with the true story of a place and seeing that story… |
Sequence 595 Leonard • The Montessori Classroom good fortune to be welcomed and taught about Mexico by wonderful people who are so… |
Sequence 696 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Baghdad, and The Spice Road from the Moluccas through South India to… |
Sequence 13103 Leonard • The Montessori Classroom years the students were asked to list the course that most pushed their knowledge… |
Sequence 7145 Hacker • Promoting World Citizenship less melanin made it easier to get vitamin D from the sun. This was a satisfying… |
Sequence 2323 Wolf • Chapter Three: A Child’s Tale the more facile an individual is at this reorganization, the more likely they are to… |
Sequence 1234 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 for us when we explore the activities of the Casa from this per-… |
Sequence 365 Norris • Biodiversity and Peace Box 1. The Children’s Eternal Rainforest: The Heart of Conservation in Costa Rica Per… |
Sequence 1Technology in The MonTessori clAssrooM: beneFiTs, hAzArds And prepArATion For liFe by Greg MacDonald Greg MacDonald cites… |
Sequence 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 1becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg MacDonald leaves no stone unturned as he places the… |
Sequence 24156 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 care to recall!) As teachers, educators, and those perfectionists that… |
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 15291 Parker • The Essential Is Invisible to the Eye ties the school had offered had profoundly affected the way they saw… |
Sequence 1Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes This talk was presented at the… |
Sequence 2The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 5AMI Journal 2017 - 2018 page 165 Today, young people often finish university without having made a choice of vocation and… |
Sequence 4AMI Journal 2017 - 2018 page 165 Today, young people often finish university without having made a choice of vocation and… |
Sequence 41The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 156AMI Journal 2017 - 2018 page 13 Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes… |
Sequence 5AMI Journal 2017 - 2018 page 165 Today, young people often finish university without having made a choice of vocation and… |
Sequence 42The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 157AMI Journal 2017 - 2018 page 13 Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes… |
Sequence 1316 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 NestWatch – www.nestwatch.org The goal of this project is to track the… |
Sequence 1417 Chawla and White • Place-Based Education and Citizen Science closely with children, teachers, schools, and nature centers… |
Sequence 1MAriA MoNTessori’s CosMiC sTories AND CoNTeMPorAry sCieNCe Gerard Leonard is an AMI trainer. He currently trains elementary… |
Sequence 1MONTESSORI: A COMPREHENSIVE APPROACH FROM BIRTH TO MATURITY Guadalupe Borbolla is the director of Colegio Montessori de… |
Sequence 4and although we expanded twice during the twelve years at Zelhem, there are no longer difficult situations. To give some idea… |
Sequence 232 rabbits, ducks and chickens; use and market their products such as eggs, milk, yogurt, cheese and wool; account for the… |
Sequence 4"Community" begins to become a reality for the young child when he/she apprehends that each person has… |