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Sequence 8duction, soil analysis, seed ordering, planting, watering, weed- ing, harvesting, decisions about how much to preserve for our… |
Sequence 4of Mexico and California, today we are exploring new ways to refine our understanding of organisms and molecules at the micro… |
Sequence 10ITHE .4 PLANs~ OF DJVELOPMENT! I TH «BULB> ,~~~' ~ ~ Figure 1. The Bulb. Maria Montessori, Rome, 1951 (cited… |
Sequence 1MONTESSORI: CHILDREN, NATURE, AND GROWING UP GREEN PREFACE TO "NATURE AND EMBODIED EDUCATION" BY KEVIN… |
Sequence 14experiences are so deeply felt is partly explained in the following quote from Abraham Maslow: "Perhaps [our]… |
Sequence 1QUALITIES OF A MONTESSORI SECONDARY MATHEMATICS PROGRAM by Christopher Kjaer, John McNamara, and Michael W aski The… |
Sequence 1OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
Sequence 5In secondary school Maria had at first studied mathematics, then science, and in the university she studied biology. All were… |
Sequence 8Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 9Early in September, 1898, Italy and its educational establishment were rocked when an Italian anarchist assassinated Elizabeth… |
Sequence 11Butitisin the human con- text that we must come to un- derstand the depth of this tragedy-the terrible wrench to a mother… |
Sequence 13condition-the tenants were in charge of the care and maintenance of the tenements. It acted as a sort of covenant. And he… |
Sequence 1THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Kru 111ins Grnzzini puts the relationsl1ip between child a11d society… |
Sequence 9contacted Dr. Montessori to help with an urban renewal project in the San Lorenzo District of Rome. The press referred to… |
Sequence 10What They Showed Us One day, in great emotion, I took my heart in my two hands as though to encourage it to rise to the… |
Sequence 12Italy, continued Writing on che chalkboard, an early Italian Montessori school, dote unknown. "They revealed a… |
Sequence 13Sometimes very tiny children show a precocious skill and accuracy of movement that must arouse our wonder. If an environment… |
Sequence 28Far Journey to the Southlands REPORT Montessori Methods of Education. M. M. SIMPSON. '-"""… |
Sequence 76A Scottish Montessori School The child has a great passion to learn. If he did not, how could he find his bearings in the… |
Sequence 84A History of War and Peace "Enchance. Mademoiselle." An exercise in grace and courtesy, Paris, 1918… |
Sequence 85There was not a separation between indoors and outdoors.. . . Laughingly, we used to say, "There is never any bad… |
Sequence 125In this passage written in 1967, Claude Claremont described how to start the Silence Game: "Setting her chair in a… |
Sequence 140Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 152Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 164Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 176Maria Montessori's Vision '- Maria Montessori greeting children at the St Angelo School in Rome, around 1911 Man… |
Sequence 184Notes and Sources, continued What They Showed Us (Italy) The photos of the first Casa dei Bambini and the Casa in Milan are… |
Sequence 190Notes and Sources, continued Three major bibliographies of Montessori-related books and articles have appeared in recent… |
Sequence 1MONTESSORI: p ATHWAYS TO EDUCATION REFORM, 1907-2007 by David Kahn Tllis nrticle puts i11to sepnrntenccou11ts n brief… |
Sequence 3ACT I. THE DRAMA OF SAN LORENZO: LINKING SOCIAL ANO EDUCATIONAL REFORM-1907 Montessori con temporaries travel to Rome in… |
Sequence 6oxidation. Extensive oxidation of organic matter takes oxygen out of the atmosphere and replaces it with carbon dioxide. At… |
Sequence 14complexities involved in the maintenance or the loss of life. One message that is apparent is that Life is fragile and… |
Sequence 5Figure 1. The Four Planes of Development: The "Constructive Rhythm of Life." Maria Montessori, Perugia,… |
Sequence 2THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
Sequence 43exhibited in the later, experienced, seasoned tone of the old Plato of his last work, The Lnws. Intimidating? You bet. In… |
Sequence 10the good leader, the good manager will exercise that power in a partnership structure. These are very important distinctions… |
Sequence 2THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 8How do we both direct and protect the power of the will so that it can grow? This, in my opinion, is our greatest challenge… |
Sequence 13For example, a common reason for referral is that the child is observed to be quite vulnerable to distraction and to have… |
Sequence 6Through MIP, we developed a program for adolescents with AS called the Prelude to Inclu- sion(\ which embraces the… |
Sequence 3Two-year-olds are sometimes called "the terrible twos." But in an environment that meets their needs, they… |
Sequence 3to the Montessori-Pierson Estates, that gave me the possibility to do this very interesting (at least for me!) work. Let me… |
Sequence 5Details and correspondences thc1t passed unobserved for a long time, suddenly become clear, like a revelation, sending a… |
Sequence 12comes of their studies, they are met with a mixture of alternative, complementary, and unrelated studies, provided by their… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
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 2MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 1 by John McNamara Keeping to… |
Sequence 4Figure 1. Timeline of mathematics. Graphic by David Waski. primary tracking mechanism used in our schools today. It has bad… |
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 4be left behind. This truly synthetic endeavor implies a drive forward towards a higher and spiritual goal, a better world,… |
Sequence 5courses in the constant back and forth between self and other, in the dynamics of going out for ex- ploration and coming… |
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 5should recognize that we have not yet taken all the possible steps to favor the harmonious and integrated development of… |
Sequence 11children are offered more and more challenge to their hand-under close supervision-we find they are capable of doing many… |
Sequence 4into adolescence. (My future plans, when all of us are on one cam- pus, would be for the sixth-years to continue as… |
Sequence 21Learningdisabilitiescan affect some or all of the following domains: reading, attention, or language (articulation,… |
Sequence 3weather, built environments, and the social circumstances of daily life). Carefully designed natural environments can help… |
Sequence 14the circle in printing the letter b; they form the circle before drawing the vertical line in printing the letter d. Anna… |
Sequence 2When I met Dana she was three years old. She was lying on a mat in an overcrowded day room of an institution surrounded by… |
Sequence 1PROFILE: SANTA CRUZ MONTESSORI SCHOOL by Karen Donovan Santa Cruz Montessori School, with a history of forty-five years, has… |
Sequence 1THE DISCIPLINES: THEIR EVOLVING ROLES FROM CHILDHOOD TO ADOLESCENCE by David Kahn Looking at elementary progmms from the… |
Sequence 28(The Culture of Educntio11), that we have to come to a point today where it is difficult to persuade youngsters that there is… |
Sequence 1LANGUAGE: THE SONG OF LIFE by Baiba Krumins Grazzini Ms.Krumins Grazzi11 i's lecture begi11s with a vision of articulate… |
Sequence 17Gives somewhere back the thoughts by England given; Her sights and sounds; dreams happy as her day; And laughter, learnt of… |
Sequence 7Finally, we need to tell stories that arise out of the children's interests. If a child comes in and shares something… |
Sequence 14Pennsylvania and the Carolinas. More Dutch came, not to New York, but to Pennsylvania. The French came and settled in South… |
Sequence 19a lesson on some of these things that they've had before is kind of boring for them because there isno context for it. So… |
Sequence 42ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 1INTEGRATION OF DISCIPLINES IN THE HIGH SCHOOL by Christopher Kjaer Mr. Kjaer expresses t'1e i111porta11ce of encl,… |
Sequence 1ENVIRONMENTAL SYSTEMS AND SOCIETIES MoNTEssoRr-lB FRAMEWORK by Christopher Kjaer COURSE DESCRIPTION We live in an… |
Sequence 2MATHEMATICS MoNTESSORI-1B FRAMEWORK by Michael Waski BACKGROUND AND METHODOLOGY Each plane of development has its own… |
Sequence 15In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 10In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 1HIGH ANXIETY, THE SEQUEL by Patrick F. Bassett Patrick Bassett offers wan11th, h11111or, and opti111is111 for independent… |
Sequence 9• • • • • • ► ___ ....... .,. ... • • • • • • Figure 7. Even and odd numbers, from Aristotle's Metaphysics. In all… |
Sequence 13four or five, almost all of them say the left arrives first. The other square appears larger. What we did two years ago with… |
Sequence 14using for pedagogical purposes the history of mathematics. Surely she was a genius. Really she suggested very good acth ities… |
Sequence 1THE ESSENTIAL MONTESSORI MATH THROUGH THE YEARS by John McNamara John McNamara has developed a classical practitioners… |
Sequence 1A HISTORY APPROACH TO MATHEMATICS FOR THE ADOLESCENT by Michael Waski Miclznel Wnski shows //tat tlte 11tilizatio11 of… |
Sequence 3REVISITING SKILLS This historical approach helps tremendously with one of the big- gest challenges I face, and that is the… |
Sequence 18Figure 17. A square that is hall the area of the large square. This square, which has a diagonal equal to the edge of the… |
Sequence 25Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 12needs, something larger and greater than their obvious goals was being achieved. With each additional new idea and discovery,… |
Sequence 12to nature stimuli on morning nature walks would yield restorative benefits (e.g., better concentration, greater ease of… |
Sequence 27were tracked across the school day by segregating the pools of Tuesday /Thursday and Wednesday /Friday ESM signals into three… |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 5There were five of us, three of us fresh from Bergamo, Italy or, should Isa y exhausted from Bergamo, and two others who had… |
Sequence 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 17child and the natural world. Certain urban children without means of transport have never seen a farm or farm animals. Maurice… |
Sequence 13Rather than writing rhapsodically with no formal limitations, Beethoven uses a given form and then innovates within that.… |
Sequence 26Pink writes: Ultimately, [intrinsically motivated] behavior depends on three nutrients: autonomy, mastery, and purpose. [This… |
Sequence 6Not that the first and third periods (as I am describing them) aren't important. Without a carefully prepared first-… |
Sequence 17Second Period-Work of the Student with Adult Guidn11ce • Research, experimentation, reading, inquiry, discus- sion, and data… |
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… |