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Article
The Case for Lifelong Learning
Available from: ProQuest
Publication: Montessori Life, vol. 31, no. 1
Date: Spring 2019
Pages: 9
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Abstract/Notes: Growth is a critical goal for Montessori educators-the growth of our students, our prepared environments, our communities, and ourselves, the latter through professional development. (Montessori, 1995a, p. 62) Your Didactic Development Refine your understanding of the scope, sequence, and purpose of the Montessori materials and lesson presentations, and work to master the art of ongoing analytical observation and record keeping. Commit to new learning and stay energized: * Join the professional dialogue by attending AMS's signature annual gathering, The Montessori Event, and cultivating peer relationships. * Further your education by reading this magazine, professional books, and recent research relevant to Montessori education, as well as mainstream educational news and blogs.
Language: English
ISSN: 1054-0040
Article
Learning Continues at Home
Publication: Montessori Life, vol. 12, no. 2
Date: 2000
Pages: 35–36
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Language: English
ISSN: 1054-0040
Article
Lifetime Learning
Available from: ProQuest
Publication: Montessori Life, vol. 23, no. 3
Date: Fall 2011
Pages: 4-5
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Language: English
ISSN: 1054-0040
Article
Learning Through Performing: Musical Theater in the Elementary Montessori Classroom
Available from: ProQuest
Publication: Montessori Life, vol. 27, no. 2
Date: Summer 2015
Pages: 44-49
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Abstract/Notes: [...]of these observations, and influenced by the teachings of Friedrich Froebel and Emile Jacques-Dalcroze, Montessori created a music curriculum that emphasized self-directed learning through instruments made specifically for children (Goodkin, 2002). Since we try to integrate musical theater into daily activities, rather than isolating this experience as an after-school program, we seek to choose shows that will highlight a unit or academic concept being taught in the classroom. Montessori was greatly opposed to teaching her students that imaginary characters, such as fairies or Santa Claus, exist (Montessori, 1997, p. 43). [...]we use musicals to continue building upon Montessori's philosophies of the purpose of schooling-to teach children about the real world, history, and social understanding (Montessori, 1964). [...]we imagine that she may have made accommodations for this growing art form, finding ways to integrate music, theater, and dance into her teaching and recognizing its importance within our communities and for our students.
Language: English
ISSN: 1054-0040
Article
Social and Emotional Learning in Montessori Education
Publication: Montessori Life, vol. 13, no. 1
Date: 2001
Pages: 32–34
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Language: English
ISSN: 1054-0040
Article
Montessori for Children with Learning Differences
Available from: ProQuest
Publication: Montessori Life, vol. 29, no. 1
Date: Spring 2017
Pages: 48-53
Children with disabilities, Inclusive education, Learning disabilities, Montessori method of education, People with disabilities
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Abstract/Notes: To help the child who learns differently, when the usual presentation is not helping a student, Montessori educators can use several techniques: * reduce the difficulty of an activity * use more tactile-kinesthetic input * create control charts * focus on the development of oral language * increase the structure for the child with impulse control difficulties, assuming the necessity to help the ADHD child to sustain attention, teaching how to make work choices and how to develop a cycle of work * combine Multisensory Structured Language techniques with Montessori Language presentations. Note: If the child is not holding the pitcher correctly, the lesson may have to become how to hold a pitcher and work up to pouring. * Dressing Frames: lesson reduced to a first presentation of untying, unbuttoning, unbuckling, etc., with each step presented in separate lessons working toward the final step of mastering the direct purpose of the lesson * Cutting bananas and bread before cutting more solid foods, like carrots * Attaching language to the name of the presentation and all of the materials used in the lesson that is at the level of the child's oral language development SENSORIAL: * Pink Tower: Reduce the number of cubes to use every other cube, beginning with the largest, thereby increasing the discrimination to a 2 cm difference. LANGUAGE: * Since oral language skills may be a weakness for many students with learning differences, it is usually necessary to add a program of oral language development assessment and instruction to enhance vocabulary and verbal expression. The MACAR Oral Language Development Manual is one such program (Pickering, 1976). * Written language, which includes reading, spelling, composition, and handwriting, requires the combination of Montessori language materials and the therapeutic techniques of a multisensory structured language (MSL) approach (e.g., Orton-Gillingham, Sequential English Education (SEE), Slingerland, Spalding, or Wilson Language). * Use additional phonological awareness shelf activities (pat out each sound in a word; place a small floral stone or disk on a picture card for each sound in a word). * Present the Sandpaper Letters in the sequence taught in the therapeutic program. * Use the decoding pattern of blending the beginning sound to the word family of short and long vowel word family words.
Language: English
ISSN: 1054-0040
Article
Toddlers Learning Through Culinary Experiences
Available from: ProQuest
Publication: Montessori Life, vol. 18, no. 1
Date: 2006
Pages: 22-25
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Language: English
ISSN: 1054-0040
Article
The At Risk Child: How the Montessori Classroom Enhances Learning
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 1
Date: Winter 2004
Pages: 8–11
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Abstract/Notes: Part 1 of 2
Language: English
ISSN: 1054-0040
Article
Signals of Learning Disabilities at Various Developmental Stages
Publication: Montessori Life, vol. 14, no. 3
Date: 2002
Pages: 46–48
Children with disabilities, Inclusive education, Learning disabilities
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Language: English
ISSN: 1054-0040
Article
Montessori and Learning Differences
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 1
Date: Winter 2003
Pages: 13
Children with disabilities, Inclusive education, Learning disabilities, Montessori method of education
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Language: English
ISSN: 1054-0040