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Sequence 5can sing or make art. You know that the techniques are successful when they spread like wildfire through the classroom.… |
Sequence 6It is also important to note that the second and third periods provide important information about children who will require… |
Sequence 7The Montessori prepared enviro11111e11t is simple, beautiful, clean, and orderly. It is designed and furnished to fit the… |
Sequence 8OUTCOMES Dr. Montessori provides this optimistic description, "the whole life of the adolescent should be organized… |
Sequence 1Kathleen Lloyd 184 The NA MTA Journal • Vol. 36, No. I • Winter 201 I |
Sequence 2THE POWER OF CONCENTRATION by Kathleen Lloyd Kath/ee11 Lloyd's interesti11gco111parison of normalization and self-… |
Sequence 3Montessori observed that when theenvirorunentisdesigned to promote concentration, chil- dren go through a transformative… |
Sequence 4I'll begin by introducing research on self-regulation that em- phasizes the importance of focused attention and… |
Sequence 5the tremendous impact self-regulation has on the child's social and cognitive development, as well as on the health of… |
Sequence 6EFFORTFUL CONTROL: THE WILL Self-regulation and self-control are often used interchangeably, though self-regulation more… |
Sequence 7are influenced, directly or indirectly, by biological factors (Saucier & Simonds). They are constitutional in nature… |
Sequence 8Age-graded behavioral batteries (using longitudinal samples) have been conducted to assess the developmental trajectory of… |
Sequence 9taught to human adults with brain injury and children with ADHD. For patients with brain damage, the brain circuits regulating… |
Sequence 10amenable to process- es of socialization that might focus on training or behavior- al therapy. Though evidence suggests… |
Sequence 11Concentration is a critical ingredient in the promotion of optimal human functioning. Because parents, teachers, and other… |
Sequence 12used to support this view of play are Lev Vygotksy's socio-cultural theory and Jean Piaget's constructivism.… |
Sequence 13My dissertation examined normalization in relation to emerging research on self-regulation and current developmental theories… |
Sequence 14latory processes differ to the extent that they have been integrated within the self. The degree of integration results in… |
Sequence 15When compared to the developmental theories of OET and SOT normalization is remarkably similar. FUTURE RESEARCH Research on… |
Sequence 16teachers around the world could begin to document and archive this important element in human development, providing a data… |
Sequence 17Montessori observed the power of concentration to transform children's temperament and ul tima tel y their personalities… |
Sequence 18Carver, Charles & Scheier, Michael. "Themes and Issues in Self-Regulation of Behavior." Perspectives… |
Sequence 19tion Regulation, Adjustment, and Socialization in Child- hood." Hn11dbook of Self-Reg11/ntio11: Resenrch, Theory nnd… |
Sequence 20Kahn, David. "Normalization and Normality across the Planes of Development." Tlte NAMTA Jo11r11a/ 22.2 (1997… |
Sequence 21Morf, Carolyn. C. & Mischel, Walter. "Epilogue: Self- Regulation, Vulnerability, and Implications for Mental… |
Sequence 22ity Develop111e11t. Eds. Daniel. K. Mroczek & Todd. D. Little. New Jersey: Lawrence Erlbaum Associates, 2006. 109-128… |
Sequence 1Daniel T. Willingham 206 The NA MTA Journal • Vol. 36. No. I • Winter 20 I I |
Sequence 2How KNOWLEDGE HELPS: IT SPEEDS AND STRENGTIIENS READING COMPREHENSION, LEARNING-AND THINKING by Daniel T. Willingham Daniel… |
Sequence 3It's true that knowledge gives students something to thjnk about, but a reading of the research literature from cognitive… |
Sequence 4assumed and, therefore, comprehension depends on making correct inferences. In a casual conversation, the listener can gather… |
Sequence 5about that make his face fall?" Those conscious inferences are un- necessary because the cognitive processes that… |
Sequence 6This phenomenon has been verified experimentally by hav- ing subjects read texts on top- ics with which they are or are not… |
Sequence 7often referred to metaphorically as a space to emphasize its limited nature; one can maintain only a limited amount of… |
Sequence 8The ability to chunk and its reliance on background knowledge has been tested in a number of studies. These studies show that… |
Sequence 9baseball knowledge would have to try to remember the whole series of actions.) Second, because they were able to chunk, the… |
Sequence 10prior two and one-half months. The results showed (not surprisingly) that subjects who reported an interest in the game also… |
Sequence 11extra support for slower students), the student with overall lower aptitude will still be behind the student with higher… |
Sequence 121 2 3 time, and you can't put a larger ring on top of a smaller ring. See if you can solve the problem. With some… |
Sequence 13transferred from the host to the most senior of the guests. How can this be accomplished? You would probably have to read the… |
Sequence 14How Knowledge Helps You Circumvent Thinking It's not just facts that reside in memory; solutions to problems, complex… |
Sequence 15process is one of reasoning. The player considers possible moves and their likely outcome. The recognition process is very… |
Sequence 16Smith. New York: Cambridge University Press, 1991. 126-152. Arbuckle, T. Y., Vanderleck, V. F., Harsany, M., & Lapi… |
Sequence 17Hall, V. C. & Edmondson, B. (1992). "Relative Importance of Aptitude and Prior Domain Knowledge on Immediate… |
Sequence 18Schneider, W., Bjorklund, D. F., & Maier-Bruckner, W. "The Effects ofExpertiseand IQ on Children's… |
Sequence 1Donald C. Goertz 226 The NAMTA Journal • Vol. 36, No. I• Winter 2011 |
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 5Historical preparation allows for great latitude, the sine qua non of which is a broad concept of the basic outline of the… |
Sequence 6periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 7Julius Ceasar assassination site What difference, we ask, might it have made in the fortune and fate of Rome had Caesar lived… |
Sequence 8With the picture of Rome's history cradled in our cerebella, we move on to an overview of the orders of architecture,… |
Sequence 9Clearly ancient Rome, far beyond any other place, epitomized the classical world, but within Rome's walls there is also… |
Sequence 10Intellectual Preparation: The Sites With our overview of the history complete and a temporal framework securely in place, we… |
Sequence 11of Roman Civilization is first on the list because it contains a visual, archaeological record of Rome's evolution laid… |
Sequence 12Students at the Colosseum We like to arrive at the Colosseum early so that we are the first ones in when it opens. In this… |
Sequence 13Numerous additional sites, artifacts, ruins, remains, and rubble line the sidewalks, lie just around the bend, or wait across… |
Sequence 14Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 15Quintessentially integral to the Montessori experience is a prepared environment. We cannot change and reorder the… |
Sequence 16Herculaneum, buried under mud as opposed to the ash of Pompeii, is the better preserved of the two, and because of its vastly… |
Sequence 17form several tragedies in a single day long tour de force. In order to ensure that all the invited nobles and their retinues… |
Sequence 18Pantheon Washington, D.C., Thomas Jefferson's Monticello, and the Rotunda he designed for the University of Virginia,… |
Sequence 19dome, what, we ask aloud, would have made a like contribution in launching the Renaissance, and where would we be in our… |
Sequence 20Intellectual Preparation: Significant Individuals In fulfillment of Maria Montessori's admonition that "Besides… |
Sequence 21Constantine, who, despite killing his brother and later his wife, the Empress Fausta (at the behest of his mother, St. Helena… |
Sequence 22man civilization: the love of parents for their children, education, women, and slavery, which the students examine through… |
Sequence 23and was a skill needed only by the slaves who did the accounting and kept the books. Aristocratic families also gave their… |
Sequence 24environment of Ancient Rome into which we are about to embark. We have instead prepared an intellectual environment to which… |
Sequence 25the importance to his de- velopment of the quality of the stimuli that enter his absorbent brain, and so we must give… |
Sequence 26It is necessary that the human personality should be pre- pared for the unforeseen, not only for the conditions that can be… |
Sequence 27Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 28mix individuals so that friends are separated, cliquish inclinations incapacitated, and dependencies devitalized. Students… |
Sequence 29the climb to the top of Vesuvius somehow was the tipping point. That evening, during our post-prandial discussion, one boy… |
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 31There are times when the tiredness at day's end feels over- whelming. But there is no number for calling in sick and no… |
Sequence 32perceptible brush of pursed pilgrim lips, two at a time, rounded in a kiss, or perhaps a slight graze of the hand, creating… |
Sequence 33The School of Athens. Plato is pointing up, indicating his philosophy that truth is knowable through pure ideas and… |
Sequence 34profoundly astute observations regarding this esoteric subject than even most adults are capable of making. On the other hand… |
Sequence 35remains of an earlier fourth-century church of San Clemente. Below this church are the remnants of a Roman apartment house,… |
Sequence 36disparate writers, one the sixth century BC Greek philosopher Hera- clitus who said, "You can't step in the same… |
Sequence 37"There is," says Montessori, "powerful inner development going on. This is a mystery just as the… |
Sequence 38hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 39Montessori, Maria. A New Education for the Secondary School. Public Lecture, Utrecht, January 1937, AMl 1979. Reprinted in… |
Sequence 1VIJ Publisher's Note Every time I have heard Paola Trabalzini speak, her precise scholar- ship and careful selection of… |
Sequence 1IX Foreword After many years working all over the world, each time J begin a new Montessori training course f stress that,… |
Sequence 2X observation, Maria Montessori made a fundamental contribution to educators and, as I already said, her method is still… |
Sequence 1XI Preface "One day, from the heart of a great poet came the mystical question: 'Who is man? Where does he… |
Sequence 2XII Bambini (The Method of Scient(fic Pedagogy as applied lo child education in the Children's Houses) is explained by… |
Sequence 3XIII particular, as Clara Tornar observed, there has been "growing interest for a more objective historiographical… |
Sequence 4XLV of the various [talian editions. The passages were sometimes retranslated because the original translation in English did… |
Sequence 1xv Acknowledgements This book would not have been possible without the contribution made by institutions, scholars,… |
Sequence 2XVI Didactics "Mauro Laeng" - University of Roma Tre - and promoter of educational and documentary… |
Sequence 13 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 24 Par/ One - Toward 1he Children's House: The Formalion Years distant origins: and if the course of the present… |
Sequence 3From Childhood to Youth 5 fundamentally a rural country in which half of the inhabitants were peasant farmers, cattle… |
Sequence 46 Part One - Toward the Children's House: The Formation Years social problems linked to demands for better work and… |
Sequence 5From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 68 Part One - Toward the Children ·s House: The Formation Years plays, improvise topics; I strengthened garments and scenes. I… |
Sequence 7From Childhood to Youth 9 mathematics section of the technical school with the intention of continuing her studies at the… |
Sequence 8I O Part One - Toll'ard the Children's /-louse: The Formation Years managed to move him so much that the good friar… |