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Sequence 4Common name chemical name chemical formula ammonia water ammonium hydroxide NH40H alcohol ethanol C2H50H sand silicon… |
Sequence 53. Mix the labels of the chemical names of compounds and elements for children to sort. ATOMS AND MOLECULES Parallel to the… |
Sequence 6A simplified chart of elements includes only those elements with which children are most likely to be familiar. This chart… |
Sequence 7Ou.ldren replace syuools with dots. Oxygen t==t llilorine •---• t-blecular structure of a ccnp:>tmd A Ca=C&… |
Sequence 8two arms of the other oxygen will hold the second two arms of carbon. In this way they form a stable compound called carbon… |
Sequence 9Parallel to the above presentations on atoms, molecules and how compounds are formed, provide activities which will lead to… |
Sequence 10COMPOUNDS Compounds are substances which may be decomposed into two or more simpler substances by ordinary chemical means.… |
Sequence 11a concept of atoms and molecules. We cannot present chemistry any further without an understanding of these substances and… |
Sequence 1Evolution and Creation: Do We Have to Choose? by Ernan McMullin Ernan McMullin's analysis of the "creation… |
Sequence 2this sense to accomplish his ends in a natural way, instead of having to keep intervening to add new things. In the 17th… |
Sequence 3Those who affirm that the universe is created ordinarily do so, not by adducing scientific evidence, but for reasons of a… |
Sequence 4Here was a tangle indeed, one that led to a celebrated legal trial in Arkansas. The complexities were not just scientific or… |
Sequence 5But this is characteristic of any large-scale scientific theory still under active development, and is not a reason for… |
Sequence 6the point of view of his or her own discipline. The article by Donald Boles, "Religion in the schools,"… |
Sequence 1Features WHAT'S WRONG WITH MY CLASS? by Polli Soholt Polli Scholt provides the primary teacher with practical… |
Sequence 2place in the school where his interests lie. Some children seem to work better if their new presentations are spread out over… |
Sequence 3the aprons are all terry cloth, appliques and ties can be made of a variety of other materials. This variety in the materials… |
Sequence 4there will be scissors, paste, crayons, paint, collage items, several kinds of paper, yam, a paper punch, and anything else… |
Sequence 5"lazy eye." This too can cause them difficulty with work to be done at close range. Signs of a visual… |
Sequence 6The atmosphere of the classroom needs to be conducive to concen- trated work for both the children and the adults. This means… |
Sequence 7need to know that the adults in the classroom are available if someone persistently disturbs them and ,vill not listen to… |
Sequence 8invite you to my birthday party if you don't ... ") is a sign that the child does not have the skill to solve… |
Sequence 9given a choice. The teacher can tell her to put her work away or sit in a chair until she is ready to do it. (If the child is… |
Sequence 10leaves out one exercise and goes for other work, the teacher can say, "Are you finished with the sewing work?&… |
Sequence 11him state his case. At the same time, the child who was attacked needs to have the opportunity to say that she doesn't… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 2from one learning stage to the next, the first must be completely mastered. But Bruner implies that the conceptualization… |
Sequence 3that Montessori used science behind her metaphors. For instance, "Child the worker" refers to the child who… |
Sequence 4three rules should be kept in mind when thinking of Montessori. That development is continuous is obvious in the writings of… |
Sequence 1MONTESSORI EDUCATION: INTERACTIVE IDEA FOR HUMAN UNDERSTANDING by David Kahn The dialectical, interior life of the… |
Sequence 2The quiet in the class when the children were at work was complete and moving. No one had enforced it; and what is more, no… |
Sequence 3the widest range of principles and doctrines put forth by various psychologists and educators. Every philosophical education… |
Sequence 4They converse at length about the size of a polishing cloth, the beauty of a pouring pitcher, the exhibition of the sensorial… |
Sequence 5that is overwhelming for the moment? (Elicits the collaboration of the group) Sarah: Individualizing, Lois-have you tried… |
Sequence 6that of the father; it is a fear of being helpless in the face of disaster- helpless to protect one's children-and again… |
Sequence 7ing and too much goveming he may be hinde!'ed from his end and kept out of his own. Respect the child. Wait and see the… |
Sequence 8will be able to connect information to what is uniquely human, reconcil- ing cultural differences with what is universal. The… |
Sequence 9The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete… |
Sequence 1GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Edwin Delattre Delattre's wide range of human experience,… |
Sequence 2impulses that even now throb in thine own little selfish heart. Lift up thy eyes, behold that life, and then tum away, and… |
Sequence 3wruch he is already a part. Then, by grasping that his interest in the events of home is akin to their own interests, they can… |
Sequence 4tongue twisted and your speech stammering as you seek to explain to your six-year-old daughter why she can't go to the… |
Sequence 5les, and books, my work includes many newspaper, radio, and television interviews. Advance telephone calls from the media… |
Sequence 6each of us might have something to learn. Often, those who proclaim themselves fit to make ethical pronouncements for the… |
Sequence 7generosity in his understanding and treatment of others in both private and public life-in marriage and in citizenship. I… |
Sequence 8dom, out of harm's way. On several occasions, snipers could have shot the perpetrator of the crime, but the chief refused… |
Sequence 9MORE: I thought we said friendship .... The Dean of St. Paul's offers you a post; with a house, a servant and fifty… |
Sequence 10express over two thousand years later in The Art of Teaching: You must think, not what you know, but what they do not know;… |
Sequence 11Sawyer so graphically lacked it. Ifwe are attentive to our own experience and that of others, ifwe have the kind of humility… |
Sequence 12Adams, James Madison, Flannery O'Connor, Iris Murdoch, and Reinhold Niebuhr, and apparently never really learned by Jim… |
Sequence 13uniquely universal and central to any group of human beings, and insist- ing otherwise is an affront to the distinctiveness,… |
Sequence 14sounds unbelievable in this day and age, but, believe me, it is true), I often heard the refrain that only people who had… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH (YfHER by Mary Maher Boehnlein Good morning. I am honored… |
Sequence 2Dewey, in Human Nature and Conduct, said: If the standard of morals is low it is because the education given by the inter-… |
Sequence 3We have another powerful tool in the Montessori curriculum that is currently enjoying new vogue-the power of story. Cukovsky,… |
Sequence 4personal behavior decisions are social decisions. There is an adult who helps us come to generous understanding, not by… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Charles Torranova I want to thank David Kahn for… |
Sequence 2Childhood constructs with what it finds. If the material is poor, the construc- tion is also poo1: As far as civilization is… |
Sequence 3ideal aim of education is to have two minds share one thought. Central to Montessori's idea is that the child is the… |
Sequence 4emphasis must be placed on finding the most effective ways of cultivat- ing this quality in our children and in instilling… |
Sequence 1EVOLUTION AND THE PRE-COLLEGE CURRICULUM Part 1: The Human Place in Nature by Irven De Vore A compact view of evolution… |
Sequence 2-------------------------------- --- 8,9,10,11,12,16. A few words about evolution as history: this is the wonderful story of… |
Sequence 3progress had become very impo1tant in the seventeenth and eighteenth centuries. Prior to that time people had thought more or… |
Sequence 4-~ ·~- - •-7-- ~- ~ -- --· "-= _:::'~~ =:=-_---. : __ -- -~'«Ml<'>… |
Sequence 5ful reproduction; ironically, to the degree that those immigrant families who were working in the sweat shops were having more… |
Sequence 6upright was an immense, if you'll pardon the expression, step forward in human evolution. We now know that bipedalism is… |
Sequence 7ogy and primatology in recent years from our long-term studies, is how cruel many of these species are to each other. Surely… |
Sequence 8Scientists are only now beginning to closely follow chimps in West Africa, and we are finding quite extraordinary behavior.… |
Sequence 9behavior by males is absolutely unknown in the animal kingdom except in chimps and humans. So if one is interested in the… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 119. Ehrlich, Paul R. The Mcu;kin.ery of Nature: The Living World Around Us - And How It Works (New York: Simon and Schuster,… |
Sequence 1CLASS DISCUSSION A Scenario For The Trivium by Journet Kahn Dr. Kahn looks at the liberal arts of logic, grammm; and… |
Sequence 2themselves into philosophy, theology and the Scriptures.2 Especially the trivium, these arts called for a sharpening of the… |
Sequence 3immediately oversee the development of these arts in the relations between the student discussants, while simultaneously… |
Sequence 4if he establishes this alleged superiority by making evident that those who claim wisdom (politicians, poets and artisans)… |
Sequence 5to discourse daily about virtue and self-examination. But he finally proposes a small money offering· guaranteed by his… |
Sequence 6perfectly normal thing to do. Ms. A: Yes, I think that's what I mean. Mr. B: Well, aren't some strange behaviors… |
Sequence 7feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 8Mr. C: Well, I can accept that. But I still don't think that money, power and fame are evils, as Socrates says. Mr. B: I… |
Sequence 9Ms. A: Yes, that's why oratory would fail too. Even a speech in a grand style would fail where experience and feelings… |
Sequence 10Ms. A: Well, man does some things that don't require a body. Leader: Such as ... Ms. A: We think. And therefore thinking… |
Sequence 11Mr. B: But conscience urges us to do right, not just to keep from doing wrong. Mr. C: Well, maybe we really don't need… |
Sequence 12Passive listening to an external authority is replaced by an active search for the best means of expression and communication… |
Sequence 1314. A tight logical argument is implied here. Socrates could convince only a person of virtue. But the jurors were not… |
Sequence 14seeking martyrdom by not saving himself? Or is there a real opposition between surviving in Athens and obeying the gods? In… |
Sequence 153. Follow up each answer with a further question which itself has more than one answer. 4. A class discussion ideally has a… |
Sequence 1WHOLE BOOKS AND BEGINNING READING by Mary Maher Boehnlein Dr. Boehnlein discusses the use of good literature in developing… |
Sequence 2would not help the child discover the essential understanding of the rela- tionship of language and print, of meaning and… |
Sequence 3some basal reader stories backwards and not know that you have done so. But you can't read quality literature backwards… |
Sequence 4process, rather than a grunt and groan process, the task becomes doubly hard. The first reading book we give children should… |
Sequence 5"The readings we used were numerous and of great variety: fairy tales, short stories, anecdotes, novels, historical… |
Sequence 6to the discovery of the value of motifs and symbols in intensifying the meaning of that remarkable story. The story fits… |
Sequence 7topographical features mentioned in each tale or look at beginnings and endings. Children can write further adventures of a… |
Sequence 8- the syntax or predictable structure of the language. For example, at the simplest level beyond pictures and labels, a book… |
Sequence 9language approach in which all aspects of language study support the acquisition of meaning from print and from oral… |
Sequence 10Useful Sources of Professional and Children's Books American Library Association 60 East Huron Street Chicago, Illinois… |
Sequence 1OFT-TOLD TALES by David H. Millstone With Homer as thefr guide, Vermont elementary students spend six months in a voyage to… |
Sequence 2this process has helped create strong friendships across grade levels. Pictures in Your Mind THE CHILDREN'S HOMER… |
Sequence 3ness or sneakiness;' "love" and "bravery" are among the many ideas that appear on… |