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Sequence 166ing. Students presented to the class and the staff and gained support to move forward, so we did a second occupation focused… |
Sequence 167The final pivotal element is the Shop. During the first year of the garden, we sold our first harvest, lettuce and sage,… |
Sequence 168Just as we've recognized the need for occupations to support the work of them icroeconomy, we've identified the need… |
Sequence 169ing the second year of our program, a student with a passion for marine biology set up a fifty-gallon marine reef aquarium.… |
Sequence 170Yesterday, PeterGebhardt-Seele reminded us of the way Montessori used the term Erdkinder. Our prepared environment is not a… |
Sequence 171John McNamara 166 The NAMTA Joumal • Vol. 33, No. 3 • Summer 2008 |
Sequence 172MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 1 by John McNamara Keeping to… |
Sequence 173"Mac, don't forget when you start your talk to use your Bishop Sheen quote because you use that all the time.… |
Sequence 174own the commutative property. lt was not taught to that child. We have to continue, whatever materials we use, not to forget… |
Sequence 175The Montessori perspective is to get students to operationalize the ideas themselves. If we ignore their way of thinking and… |
Sequence 176adding. So if it's 23, I do 20 + 3. Then I don't even have to think about subtraction. All I am doing is adding.… |
Sequence 177through all these activities?" So then we have the third period: "Why did we go through this? What's… |
Sequence 178We can't lose sight of the progression from concrete to symbolic to abstract. I think that Montessori really acknowledges… |
Sequence 179Part of my responsibiUty, even though we extensively use technol- ogy, is to decide if a certain technology is appropriate,… |
Sequence 180make connections with their own experience. One of my past students came back to give the address to graduates and said that a… |
Sequence 181problems or thirty geometry problems, when they've already mastered it and understand it after doing three or four. It… |
Sequence 182three hundred games. Twenty-six times I've been trusted to take the game-winning shot and missed. ['ve failed over… |
Sequence 183Gena Engelfried 178 The NAMTA Joumal • Vol. 33, No. 3 • S11111111er 2008 |
Sequence 184GLIMPSING MATURITY: CHARACTERIZING THE FIFTEEN- TO EIGHTEEN-YEAR-OLD by Gena Engelfried ft is essential to Montessori high… |
Sequence 185There is only one thing that education can take as a sure guide, and that is the pcrso11ality of the children who are to be… |
Sequence 186rules and more willing to devote their energies to larger issues less close to home. For the older students, the sensitivity… |
Sequence 187The propensity to idealize leadership and the tendency to be loyal and enthusiastic followers of ideological agendas and of… |
Sequence 188the adults' brain scans showed more activity in the medial prefrontal cortex located towards the front of the brain. The… |
Sequence 189student explores his or her interest (art, veterinary medicine, a rchi- tectural design, engineering, computer science)… |
Sequence 190• Desire for authentic and objective outside analysis of work in a real-world context The desire for authentic assessment of… |
Sequence 191in a high school program but who no longer have access to the farm economy must find some way to work and earn financial… |
Sequence 192future is a purely cultural phenomenon, a deviation brought on by our Western notion of increasingly prolonged childhood.… |
Sequence 193quickly obsolete? Continued observation, communication, and re- search will help unravel this and other mysteries surrounding… |
Sequence 194The NAMTA Joumal 189 |
Sequence 195Christopher Kjaer 190 The NAMTA Journal • Vol. 33. No. 3 • S11111111er 2008 |
Sequence 196MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 2 by Christopher Kjaer… |
Sequence 197Here's another head line-this one came from the American Asso- ciation for the Advancement of Science (AAAS), whose… |
Sequence 198Figure 1. Timeline of mathematics. Graphic by David Waski. primary tracking mechanism used in our schools today. It has bad… |
Sequence 199r Algebra :ZO,o Puactcrus Arithmetic Geometry 7 ~on• Polyp.al Nufnti.- P,cti.qon,, • GcomW"1c Th.co.-,.;… |
Sequence 200Specia 1 things happen when you begin to look at mathema ties from Montessori's construct. You have a triangle, which is… |
Sequence 201---------- Figure 3. Napier's bones. 196 The NAMTA Journal • Vol. 33. No. 3 • Summer 2008 |
Sequence 202By the early 1900s, Napier's bones had evolved into a tool called the Genaille-Lucas Rulers, which allows you to do the… |
Sequence 203science. He to whom this emotion is a stranger, who can no longer pause to wonder and stand rapt in awe, is as good as dead:… |
Sequence 204basically trapped in a desk, and three words could change it. T believe that education is an invitation, not an imposition,… |
Sequence 205She goes on to lay out a syllabus for the third plane, which is largely scientific. She was, after all, a scientist. 1 The… |
Sequence 206though we really haven't changed what they are. lf we look at science that way, let's start with the largest box,… |
Sequence 207Looking at science in this way reframes the way you think of it. You begin to look at some of these big questions now instead… |
Sequence 208percent of science labs are used for classes other than science and nineteen percent are regularly used for courses other than… |
Sequence 209REFERENCES Association of Secondary Teachers Ireland. Science Survey 2006. 2006. Grazzini, Camillo. "The Montessori… |
Sequence 210The NAMTA Joumal 205 |
Sequence 211James Moudry 206 The NAMTA Jo11ma/ • Vol. 33. No. 3 • Summer 2008 |
Sequence 212HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 213My training is primary, and my work before adolescent was in the Children's House. As Chris Kjaer was saying, "… |
Sequence 214plines. We need to con- centrate on the per- sonal story as it relates to the adolescent, by including subjective The plan… |
Sequence 215The plan, then, centers on what it means to be well as an indi- vidual, as a community, as a place or region, and as the whole… |
Sequence 216the pursuit of knowledge for knowledge's sake and the discovery of how each culture uses knowledge uniquely, but also by… |
Sequence 217raphy is the study of the relationships between people (with varying demographic qualities) and places (endowed with specific… |
Sequence 218tacit understanding of what it means to be well, and, more specifically, what it means for the adolescent to be well. This… |
Sequence 219erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 220It was home to a center of learning-the "House of Wis- dom"-that was dedicated to the translation and… |
Sequence 221Possible student explorations: • Why do cities fail? • Why are some cities marginalized in history? How can we determine… |
Sequence 222Economics Perspective The temperature and geology of the region necessitated a rich trade economy for the city as much food… |
Sequence 223Anthropology Perspective The name Bnghdnrf literally means "God-Given" or "Gift from God."… |
Sequence 224garding their Golden-Age founders. Why would orthodoxy versus liberalism serve the life of a culture (city) better? • Baghdad… |
Sequence 225• Is this an im,tance of conflict between a religious search for truth and the scientific search for fact? • Why would it be… |
Sequence 226So what do you have? For the adolescent, it's them at the center. This is the healthy egocentrism. But it is never just… |
Sequence 227Whnt follows are three nrtic/es intended to give 1111 overview of Montessori High School's vision, 111et!todology, n11d… |
Sequence 228MONTESSORI SECONDARY EDUCATION: MOVING FROM DISCIPLINE-BASED INrnGRATION TO WHOLE FORMATIVE SYNTHFSIS by David Kahn and… |
Sequence 229Whole formative synthesis, because it represents the total of the disciplines that translates into to the "… |
Sequence 230a routine recognition that as singular strands are examined, these strands are actually just that, singular strands, and not… |
Sequence 231understand anything in the real world, to help the child to understand anything in the real world, means that we cannot limit… |
Sequence 232· To give our pupils respect for and confidence in the powers of their own mind. • To extend that respect and confidence to… |
Sequence 233well as an adolescent and as part of humanity and the world. Social/ developmental psychology and health focus on how humans,… |
Sequence 234The integration with the sciences and math would be through quan- titative analyses, e.g., visitors to the museums, while… |
Sequence 235dence of how a culture works, calling for the understanding of foreign language as a means of penetrating the cultural… |
Sequence 236to the interdisciplinary equation is the integrating whole, provided that we are able to accept Montessori's syllabus… |
Sequence 237c. The Study of the History of Humanity (as a whole) (scientific discoveries, geographical explorations, envi- ronment and… |
Sequence 238Figure 2. Human solidarity as a tree. C'ullurnl Root• Tiu-ough Community to make adolescents intensely aware of the… |
Sequence 239meta-cognitive f111e11cy of travel along the cen ter axis, which intensifies with intellectual move- ment from present to… |
Sequence 240Nature Center at Shaker Lakes, Native American ways of living in the Shaker Parklands, Gorge Metropark, and Lake Erie Nature… |
Sequence 2411. Sincerity: the intention to keep one's word 2. Competence: the skill and capacity to keep commitments 3. Reliability… |
Sequence 242the student is challenged constantly by the Theory of Knowledge course as to the integration of ideas and facts with the… |
Sequence 243Figure 3. Striding Man, Alberto Giacometti, 1960. In his Montessori High School mathematics curriculum frame- work,… |
Sequence 244If we were to take the largest box to be cosmology, the second, astronomy, followed by physics, chemistry, geol- ogy, biology… |
Sequence 245world." We have to face the real problems of the world. We have to go to the communities and learn what is happen-… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 247IMPLEMENTING THE MONTESSORI HIGH SCHOOL SYNTHESIZING CURRICULUM: A BEGINNING APPROACH by David Kahn and Regina Feldman In… |
Sequence 248intense, self-motivated work arising out ofoptimal engagement), not of the individual alone, but a collective maximum effort… |
Sequence 249logical capacities for information storage and retrieval, the stu- dents are equipped, trained, and encouraged to utilize… |
Sequence 250often accompanies discipline-based scheduling. Jn the MHS field of study, there should ideally be no division between… |
Sequence 251unit preparation and guidance of the students, each specialist em- bodying a respective "disciplinary lens."… |
Sequence 252is the culture they construct? How does a society begin? How are societies different, yet the same? The formative questions… |
Sequence 253Cosmology: the science of the origin nlld developmellt of the universe. Modern nslrollo111y is dominated by the big bn11g… |
Sequence 254approach that puts the hu- man into the center super- seding the web (e.g., in biology, we view the human not as the… |
Sequence 255mental Systems and Societies to become the crux of our students' scientific experience, the synthesis of scien- tific… |
Sequence 256The better the connection to all the institutions of University Circle through different pursuits of the disciplines, the more… |
Sequence 257Another ongoing process that leads to successful synthesis is the use of interpretive questions to propel the students'… |
Sequence 258Where am I going? How do lfulfill my needs? Who am I in relation to the collective?, etc.) and are the equivalent of the… |
Sequence 259IMl'LEMENTING WHOLE FORMATIVE SYNTHESIS IN THE HUMANITIES When Montessori alludes to both "scientific and… |
Sequence 260· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 261• A city described by an author from teenage perspective, e.g. Nantes by Julien Gracq in The Shape of a City-MHS students… |
Sequence 262Cleveland Cleveland \.V cstern Reserve Case Wcstem Botanical Garden Museum of Hist.orical Society Reserve Natural Hi.… |
Sequence 263• Is all knowledge historical knowledge? • What makes history significant? What role do famous people play in determining… |
Sequence 264• What is justice? · What is equality? Why rich and poor? · What are the rights of the majority and the minority? • What is… |
Sequence 265ideas about gover- nance, social justice, and sustainability. Psy- chology helps students All disciplines are appropriate… |