| SELECTED APPENDICES
The following appendices are several examples of the appropriate
submissions which provide detail to… |
| Other Participating Institutions and Societies
American Montessori Society
Beloit College
Cleveland State University… |
| Gloria Dei
Virginia Varga
Hershey Montessori School
Michael Bagiackas
Judson Montessori School
Jim Judson
Lake Country… |
| Nokomis Montessori School t
Elnora Battle
North Avondale Montessori
Thomas G. Rothwell
Palm Academy
Sylvia Cooper
Sands… |
| Participating Schools
Phase 2 and Phase 3
Public Montessori Schools
Carson Montessori School
Brenda K. White
Clissold… |
| K Computer
Peter Gebhardt-Seele, Robert Zdeb
L Physical Education
(to be confinned)
M Middle School
John McNarnara, John… |
| Assessment Team
Mary Boehnlein
Tim Duax
Margaret Loeffler
Carol Takacs
Ana Maria Villegas
Scholar Review Team
Andrew… |
| Tim Duax, Administraror and Researcher, Milwaukee Public Schools t
945 N. 29th, Milwaukee, WI 53208
414-344-7%8
Margaret… |
| Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education
Collaborative
2l01 W. Good Hope Rd., Glendale,… |
| Carole Komgold, Director, Center for Montessori Teacher Education/NY
25 Roxbury Rd, Scarsdale, NY 10583
914-472-0038
Pamela… |
| Design Review Team and Task Force Roster •
Michael Bagiackas, Teacher-Head, Hershey Montessori School
10229 Prouty, Concord… |
| coverage in the Washington Post. NAMTA, with its specialization in media, will
manage the publications and videos resulting… |
| Key Institutions •
The following institutions are key to the development of the Montessori
2000 project.
Montessori… |
| College, an M.S. in elementary education from Hunter College, and a Ph.D. in
the sociology of education from New York… |
| Key Personnel •
David Kahn, Project Director
David Kahn holds a B.A. in fine arts with a minor in classics from the… |
| since MDP's inception, and is a particular supporter of the Montessori 2000
project.
The North American Montessori… |
| PRODUCTION AND MANAGEMENT
Montessori 2000 is a genuine partnership of administrators, post-secondary
institutions, teachers,… |
| Academic Year 1996-1997
Design and Task Force representatives conduct one mid-year seminar to
trouble shoot implementation… |
| PHASE 3 ◊ YEARS FOUR AND FIVE
MULTIPLE-COMMUNITY IMPLEMENTATION
1995 - 1997
Summer 1995
Nienhuis Corporation will produce… |
| PHASE 2 ◊ YEAR THREE
IMPLEMENTATION AT PILOT SITES (CONTINUED)
1994 - 1995
August ◊ Two-week Summer Seminar
Representatives… |
| August 1993 ◊ Two Week Summer Seminar
Design Review Team presents curriculum designs with completed prototypes
to pilot… |
| In the 1993-94 academic year Mitchell Montessori School will begin, with
the help of grant funds, the development of a pilot… |
| PHASE 2 0 YEAR Two
IMPLEMENTATION AT PILOT SITES
1993 - 1994
Two weU-established, exemplary Montessori programs representing… |
| Assessment Team gives input into the appropriateness of the outcomes.
January 1993 ◊ Plenary Review Meeting
Task Forces meet… |
| PHASE 1 ◊ YEAR ONE
DESIGN DEVELOPMENT
1992 - 1993
Small design curriculum projects are materialized by Task Forces and… |
| 2. Positions on both the Design Review Team and the Task Force Team are
semi-voluntary. Individuals selected will be motivated… |
| DESIGN AND IMPLEMENTATION
Division of Tasks
The Project Director is responsible for design specification, design production… |
| and affective variables will be demonstrated by Montessori schools across the
socioeconomic spectrum over a broad range of… |
| of the data collection process; (c) to analyze the data; and (d) to prepare both an
interim and a final report of findings.… |
| of a variety of student activities required to master the objective. Student
performance in these classroom activities, if… |
| be an iterative process in writing and by telephone that will continue until the
student outcomes are clearly specified.
Task… |
| Guided by the belief that assessment of student progress should be based on
multiple sources of evidence, the evaluation of… |
| ASSESSMENT
Montessori 2000 provides an extremely important opportunity to further an
unfulfilled assessment need that has… |
| Montessori
Elementary
Education
Fusion Curriculum
Courtesy Jean Wille.r
60
The NAMTA Journal • Vol. 17 No. 2 • Spring 1992 |
| relation to carbon, hydrogen, oxygen, and nitrogen as well as subsidiary
elements necessary to the maintenance of life cycles… |
| Middle School Community: Montessori 2000 Expected Outcomes
Participation in Montessori education is a character-building… |
| 4. Mathematics: the child uses higher order thinking skills to solve problems
in relation to a variety of challenges from… |
| The general premise for the adolescent program is that it must bring into
consciousness the moral and world view of the… |
| Classification
Physical
Intellectual/
Psychological
Social
Middle School (Ages Twelve to Fifteen)
Developmental… |
| 54 The NAMTA Journal • Vol. 17 No. 2 · Spring 1992 |
| The NAMTA Journal
53 |
| weight, volume, temperature, time, for the measurement of angles, for the
study of squares and cubes of numbers as well as… |
| Elementary Community Proposed Design Projects
Project A:
Project B:
Project C:
Project D:
Project E:
Project F:
Project… |
| 4. Use of timelines, pictures, charts, and other visual aids provides a linguistic
and visual overview of the first principles… |
| Elementary Community (Ages Six to Twelve)
Classification
Physical
lntelleclual/
Psychological
Social
Developmental… |
| 48
The NAMTA Journal • Vol. 17 No. 2 • Spring 1992 |
| The NAMTA Journal
47 |
| Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y
disadvamaged children… |
| Preschool Level Research
Children from low income families benefit from Montessori preschool
programs socially and… |
| which help classify experience (invertebrates, vertebrates, fish, amphibian,
mammal, etc.).
5. Geography and science: the… |
| Preschool Proposed Design Projects
Project A:
Project B:
Project C:
Project F:
Project G:
Project L:
Project N:
Project… |
| I. Practical life enhances the development of task organization and cognitive
order through care of self, care of the… |
| Classification
Physical
Intellectual/
Psychological
Social
Preschool (Ages Three to Six)
Developmental Characteristics
(… |
| 40
The NAMTA Journal· Vol. 17 No. 2 • Spring 1992 |
| NAMTA Journal
The
39 |
| enrichment of vocabulary, particularly the names of daily practical life tools,
fruits, vegetables, colors, quantities, and so… |
| futons for each child. The eating area is equipped with child-sized tables
and chairs instead of high-chairs. The physical… |
| fourteen months) to age three. It has two program options, either half-day or full
child care.
Existing Montessori Program… |
| Classification
Physical
Intellectual/
Psychological
Social
Infant Community (Prenatal to Age Three)
Developmental… |
| 34
The NAMTA Journal· Vol. 17 No. 2 • Spring 1992 |
| The NAMTA Journal
33 |
| The following section describes the integration of the design projects into the
basic Montessori framework and the culminating… |
| in America and abroad. It was a favorite early childhood curriculum of the "War
on Poverty" of the sixties… |
| 3a2c + b3 + 3ab2 + 6abc + 3ac2 + 3b2c + 3bc2 + c3• In biology, animal stories
acquaint the preschool child with animal lore… |
| MONTESSORI DEVELOPMENTAL CONTINUUM
Merging Designs With Prepared Environments
"Flow" is the way people… |
| FIRST PLANE SECOND PLANE
WraNey CHILOHOOD.
THIRD PLANE
ADOLESCENCE
FOURTH PLANE
MATURITY |
| 2. To provide scholarly review, assessment and new designs for existing
Montessori programs from an Assessment Team and a… |
| Academy will encourage training centers to adopt infant and adolescent teacher
education programs under the same auspices as… |
| Project R: Promotion Awareness Objectives
In order to attract a diversity of teachers, students, and parents to promote
the… |
| social sciences would include anthropology, sociology, psychology, moral
philosophy, aesthetics and art history, comparative… |
| Project 0: Induction Programming (Implementation Assistance) Objectives
Teacher induction has been defined as a transition… |
| Project M: Middle School Objectives
The Montessori Middle School Task Force will consist of seven Montessori
practitioners.… |
| l. To understand computer programming, to expand logic, mathematics,
following directions, problem solving, and learning about… |
| baboons, and through the ethnographic film experience of the Netsilik
Eskimo
the purest surviving examples of the traditional… |
| Project ff: Humanities/Great Civilizations Objectives
Upper Elementary and Middle School Development
A special curriculum,… |
| 3. To utilize the interactive nature of the Montessori prepared environment to
encourage social conversation for the… |
| 4. To design specific strategies for managing attention deficit disorder and its
facets--altered
focus, distractibility,… |
| meetings, sleeping, and meals. The premise of a farm is that one can best study
and understand the role of technology in the… |
| informed by their child's process of learning, early intervention is real, and
Montessori principles are actualized in… |