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1 | The Montessori idea. Montessori | 12 | lessons are used throughout the Montessori |
materials, and the ideas behind. | environment to help introduce a new | ||
2 | Malin Ringblad Head of school, | lesson/concept and lead the children along | |
Norg?rdenskolan, Uddevalla, Sweden. | a path to understanding and mastery. | ||
Highschool teacher, Social Science and | However, in the area of language they are | ||
English Montessori teacher 0 – 18 years | used to increase, enrich and broaden a | ||
Worked at a Montessorischool for 12 years, | child's vocabulary. | ||
headteacher in middleschool Started an | 13 | 1. Naming. Begin by presenting the | |
exchangeprogramme with Inlyschool, Boston | child with three objects of contrast and | ||
Was the first European Montessori teacher | isolate them on a table or mat. For this | ||
to bring students to Montessori Model | example the objects will be dog, snake and | ||
United Nations in New York Head of school | bird. 1. First Period - Naming Period this | ||
at a public middleschool, working to | period is short as it simply involves | ||
implement the foundamental montessori | giving the object a name point to the | ||
ideas in such environment. | first object (dog) and say "dog" | ||
3 | Why Montessori? The Montessori method | repeat the name several times, clearly and | |
is a thoughtful and purposeful approach to | slowly "This is a dog. Can you say | ||
education and focuses on children’s | dog? dog." continue on with the | ||
ability to direct their development when | second and third objects (snake and bird) | ||
given the opportunity and tools. The | once all three objects have been named, | ||
method's focus on multi-age grouping, | review them one last time by pointing to | ||
since it benefits children in many ways. | each one and saying the name clearly and | ||
Children of different education levels, | slowly It's a known fact that we have an | ||
abilities, and ages are grouped together | easier time remembering items at the | ||
and taught to learn from one another. | beginning and end of lists and have the | ||
Younger children begin to adapt the older | hardest time remembering items in the | ||
children's attitudes and behavior, and | middle. When deciding what order to place | ||
older children learn about caring and | the 3 objects in, place the object that | ||
mentoring their younger classmates. | you are sure your child is most familiar | ||
Montessori schools inspire confidence, | with in the middle, to increase his chance | ||
nurture the child's inate desire for | of success. The first and last objects | ||
learning, discovery, and social | should be the newer objects. | ||
interaction skills in an environment where | 14 | Recognition & Association. 2. | |
teachers are encouraging, engaging and | Second Period - Recognition and | ||
value the individual child. Children learn | Association rearrange the objects and ask | ||
how to learn, and this prepares each child | the child to show you a specific object | ||
for future academic and social excellence. | "Please show me the snake." | ||
4 | Montessori Madness. | "Can you place the bird in my | |
http://www.youtube.com/watch?v=GcgN0lEh5IA | hand." point to spot on the table - | ||
5 | What makes Montessori unique? The | "Please put the dog here." | |
whole child approach?The primary goal of a | "Put the bird on the basket." | ||
Montessori program is to help each child | "Hold the dog in your hand." ask | ||
reach their full potential in all areas of | the child to close their eyes while you | ||
life. Activities promote the development | move the objects around, then continue | ||
of social skills, emotional growth and | This period is much longer than the first | ||
physical coordination as well as cognitive | to extend the handling and movement of the | ||
preparation for future intellectual | objects. This handling and movement | ||
academic endeavors. The holistic | increases the kinesthetic memory and will | ||
curriculum, under the direction of a | solidify a child's recognition of the | ||
specifically prepared teacher, allows the | object's name. There are many variations | ||
child to experience the joy of learning, | to the Second Period that can be used to | ||
the time to enjoy the process and ensures | hold a child's interest. The movement will | ||
the development of self esteem. It | make the lesson more attractive and help | ||
provides the experiences from which | the child be successful; so be creative!! | ||
children create their knowledge. | 15 | Recall. 3. Third Period - Recall place | |
6 | Prepared environment. The Prepared | the 3 objects back in front of the child | |
environment?In order for self directed | point to the first object and ask the | ||
learning to take place, the whole learning | child "What is this?" repeat | ||
environment - classroom, materials and | with the second and third object This is | ||
social setting / atmosphere - must be | the 'testing' period. This is in fact, the | ||
supportive of the child. The teacher | very first time you have asked the child | ||
provides the necessary resources, | to verbally recall the name of the | ||
including opportunities for children to | objects. It is important to proceed to | ||
function in a safe and positive | this period only if you feel the child | ||
environment. Together, the teacher and | will be successful. If the child is unable | ||
child form a relationship based on trust | to recall the names of the objects, simply | ||
and respect that fosters self-confidence | give them the names again, and casually | ||
and a willingness to try new things. | end the lesson without making the child | ||
7 | Montessori materials. The Montessori | feel as though they've failed. | |
materials?Dr. Montessori's observations of | 16 | Demonstration of Stamp game. Stamp | |
the kinds of things which children enjoy | Game Three-Period #23C204. | ||
and go back to repeatedly, led her to | 17 | Progress. The materials are designed | |
design a number of multi-sensory, | to start out very ”hands on”, concrete, to | ||
sequential and self correcting materials | develop towards more and more abstract. | ||
to facilitate learning. Each material is | The students come back to the same | ||
designed to focus on a specific skill, and | problems they have already dealt with as a | ||
to lead on to the next material. | young child, but in a more and more | ||
8 | Teacher. The teacher?Originally called | abstract way. For example the math | |
a "directress”. The Montessori | materials that are very ”hands on”, and | ||
teacher facilitates learning and functions | eventually the student work independently | ||
as a designer of the environment, resource | in a math book with the same types of | ||
person, role model, demonstrator, | problems, and they can always go back and | ||
record-keeper and meticulous observer of | get the materials and match them with | ||
each child's behavior and growth. | their abstract work. | ||
9 | The materials. The first materials | 18 | Older students. For middleschool |
were developed for working with mentally | students it is important that the work | ||
retarded children. Montessori adapted them | they do is challangeing. It needs to be | ||
in the early 1900s, and modified and added | abstract, but at the same time ”hands on” | ||
to those. A lot of work and | – real life work. They need to feel the | ||
experimentation went into the development | purpose of the work, that it is important, | ||
of these materials and their use. The Pink | and that they lead it. As much as | ||
Tower, for example, is not just a tower of | posssible should be connected to the | ||
blocks of increasing size, but instead is | society they live in, their country and | ||
a carefully calculated instrument to | the world. At this age they want to become | ||
educate the senses and the motor system, | a member of society and they are finding | ||
and to introduce the decimal system and | themselves. | ||
the notion of cubing. Each block is one | 19 | Materials for older students. The | |
centimetre longer on all sides than the | design; Define the subject and the area | ||
one that came before, and there are ten | Clarify what the purpose of the work is | ||
such blocks going from one cubic | Point out the most important features that | ||
centimetre to ten. The increasing size is | needs to be included Give examples of how | ||
reflected not only visually but also | to find the facts, ex books, internet, | ||
haptically and barically: each block is | interwievs etc Give different suggestions | ||
heavier by an exponentially increasing | on how the work can be presented, and | ||
magnitude. Good Neighbor | include creative ways like a film, | ||
Montessori#23C1D5. | presentation, presentation in a foreign | ||
10 | Observing. Dr. Montessori watched | language, a report, an art show, | |
children in the classroom and thought | exhibition etc.. | ||
about their developmental needs; she | 20 | How it works. Produce ”worksheets” for | |
developed materials that she thought would | all subjects and areas Decide wich year | ||
suit those needs; and she then watched the | the students shall do what Make bundles | ||
children with the materials, and revised | Let the students choose which subject they | ||
and refined them until she thought she had | want to do when. | ||
a material that would meet one or more | 21 | Why does it work? The student have | |
specific needs. | control over their education The teacher | ||
11 | Purpose and interweaving. Each | let the student know that he/she has full | |
material have many purposes Each material | confidence in the fact that the student | ||
was developed in the context of all the | will be successful By making their own | ||
other materials. By design the materials | descisions the students will have a | ||
have this complex interweaving nature, so | positive feel for the work By a supportive | ||
one material feeds into or plays off of | teacher everyone is successful in their | ||
another. Montessori Sensorial Exe#23C1F9. | work. | ||
12 | The three period lesson. Three period | ||
The Montessori idea.pptx |
«The animals» - HIPPO. WOMBAT. The animals which live in the OCEAN. BISON. BOBCAT. The ANIMALS of our planet. The animals which live in a SAVANNA. The animals which live in Australia. TIGER. SQUIRREL. GRIFFIN. WHALE. The animals which live in the polar regions. BEAR. SEA-HORSE. The animals which live in the desert.
«The english-speaking countries» - Australia. Scotland. USA. Disneyland. The English-speaking countries. Great Britain.
«Женщина the woman» - Chicken’s mind- Куриные мозги. Женский интеллект. A woman’s tongue wags like a lamb’s tail. Бабий язык, куда ни завались, достанет. As great a pity to see a woman cry as a goose go barefoot. Пословицы. 9 семантических подгрупп, характеризующих женщин по: Муж - голова, жена- шея; куда хочу- туда верчу.
«The green movement» - It became the first African who has headed this organization. Green color which is used by participants of movement as the general emblem, serves as a symbol of the nature, hope and updating. "Green" movement in the world. National offices Green Peace are opened in 43 countries of the world as the independent units working over achievement of the purposes of the national projects.
«Conflict» - By Yana Popova and Anna Vasko. A positive attitude toward themselves - the basis of psychological survival. The lack of understanding between the adults in the child's upbringing. 11. Children age crises. Incident - this set of circumstances, is a cause for conflict. Destructive emotions. Conflict - rivalries, it is a struggle, but manifests itself in many different forms.
«Youth problems» - Form adverbs: The right to… real ly hard ly frank ly actual ly Luck ily honest ly Personal ly. prison. Defendant-подсудимый judge-судья plaintiff -истец to arrest-арестовать. Dangerous exciting Hard easy Serious silly Boring false True safe. Youth problems: Look and learn: Проблемы молодежи. Say not!