Practical Terms - Paper B Flashcards

Question

Sensorial Materials: Aspects of Development

Answer 1

- Abstraction The ability to make and keep pictures in your mind Human tendency Come from repeated interactions with concrete objects until the mind doesn't need to rely upon them anymore. Concrete interactions with the real world: careful observation, listening, touching, handling, tasting, smelling → abstractions are formed To form abstractions → explore the details of our senses - Classification The ability to look for patterns and make classifications of objects and behaviors Human tendency for Order “The mathematical mind” seeks out patterns and finds order Take a mass of sensory impressions and abstractions and organize them into more and more refined categories All abstract qualities can be identified and grouped - Language Helps solidify sensory experiences by isolating the corresponding language The experience is the hook, and the language is the hat. Without the hook, the hat cannot hang Experience must precede language

Answer 2

We perceive three qualities with our tactile sense: - Texture Roughness and smoothness - Temperature “Thermic” perception Hot and cold - Weight Pressure Baric Heaviness or mass of an object

Answer 3

Illusive No isolated qualities to smell Linked to personal feelings and closely tied to memory No words to describe, but categories like “floral” or “fruity” describe groups of similar scents Since subjective - no language around it

Answer 4

-Leaf Cabinet -Sandpaper Globes -Painted Globe -Puzzle Maps -Land and Water Forms

Answer 5

-Graded Geometric Figures -Deconomial Square -Binomial Cube -Trinomial Cube -Constructive Triangles -Knobless Cylinders

Answer 6

Four isolated perceptions: -Sweet -Sour -Salty -Bitter - (Umami)-Japanese word for savory earthy taste Can’t isolate

Answer 7

Group 1: Numbers 1-10 Group 2: The Decimal System Group 3: Continuation of Counting Group 4: Exploration and Memorizaion of essential combinations Group 5: Passage to abstraction Group 6: Fractions

Answer 8

mentally manipulate relationships in time and space

Answer 9

- Ability to comprehend relationships - Ability to follow rules, observe accurately and follow an orderly line in problem solving.

Answer 10

- Base 10 - Refinement of sensory perceptions necessary to discriminate fine differences between objects - Matching - One-to-one correspondence - Sets of objects - Grading - Neural connections for logical, orderly thinking - Self-correcting nature of the activities invites concentration and repetition leading to increasing levels of self-perfection and understanding - Isolating qualities - Designed and presented with exactness and precision - Abstractions are clear and accurate - Language given to manipulate abstractions in mind

Answer 11

Exploration Exploration with Writing Memorization Test

Answer 12

- Quantity in isolation (concrete sensorial materials) - Symbol in isolation (numeric symbols) - Association of quantity and symbol - Repetition, with variations and extensions - The “test” - an activity or game designed to see if the child has generalized the concept

Answer 13

Particular words whose purpose aids the manipulation of abstractions - unless, - because, - If - then - And - Or - every They are used to manipulate the abstraction by adding syntax or grammatical structure "Do you want a cookie?" "Because, if you do, then we’ll have to bake some, unless your brother didn’t eat every one, or, we made more than I thought." The simple words can be used in very different circumstances, for very different purposes New vocab of the numerals

Answer 14

- Final group of activities - taste of all thats available to her in further exploration -Smaller than one unit - Requires more brain maturation - presented after all after mathematics in the Casa - No matter where the child is, if they're leaving the Casa - Offer them Fractions

Answer 15

- After all the previous work - child realizes she can find the answers quicker in her head than by manipulating the materials - During this passage to abstraction, the child begins the mental transition from the first plane where she manipulated concrete objects to the second plane, where she manipulates abstractions. - Small Bead Frame - Wooden Hierachal Material - Large Bead Frame - Division with Racks and Tubes

Answer 16

- Essential combinations that we commit to memory Montessori advised to avoid term “memorization” - Instead speak to children about discovering that they know the basic combinations by heart - Connection between love and interest - Committing essential fact to memory give us ready access to more complex mathematical structures, much like learning sounds of letters. - Take advantage of absorbent mind to learn math facts easily without conscious effort - Discoveries are meant for the child - the materials and presentations simply provide her with the means Addtion: - Addtion snake game - Addition strip board - Addition Charts Subtraction: - Subtraction snake game - Subtraction strip board - Subtraction charts Multiplication: - Multiplication Bead Bars - Multiplication bead board - Multiplication Charts Division: - Unit Division Board - Division Charts

Answer 17

- Parallel to the activities in decimal system - Consecutive numbers greater than ten Follow same pattern: Quantity, symbol, association of the two, activities inviting repetition with variety [100 and 1000 chains], and a built-in assessment, or “test” to insure understanding and generalization of the concepts “Teens” - 10 and any number “Tens” - any number of tens and any number of units create next body of quantity After this work - Counting Chains - Square and cube of ten → counting to 100 → 1000 - Patterns of counting reinforces - Square and cube chains of 1-9 - Design and activity indirectly prepare child for multiplication, squaring and cubing numbers

Answer 18

- With the use of 0, we can introduce place value and create very large numbers for children to explore: Units Tens Hundreds Thousands Following the pattern: - concrete quantity →symbol→associate symbol with quantity - Games show what can be done: Put them together = Addition Take them away = Subtraction Put same quantity together many times =Multiplication Share out quantity equally = Division Static - Introduction to Quantity: Tray of nine - Introduction to Symbol: Number card 1-1000 - Association and Formation of Numbers: Beads and Cards Dynamic - Change game: Intro to dynamic - Collective Exercises: concrete experiences with operations - Stamp Game: more abstract individual work - Dot Game: more like how math is taught traditionally - carrying - Word Problem: "the test" - child must also know how to read

Answer 19

- Young children (age 3-4 or younger) know how but not why to count. - Around age four, internal number sense converges with oral language of rote counting, bringing a realization that counting can tell us "how many." -After repetitions they’ll understand that counting tells us how many “How many” - Number rods Proportions of the red rods Can count/calcuate exactly Children build the abstraction of quantity onto abstraction of length Offer lots of practice and games with counting and naming - 1-10 After childs comfortable - numerical symbol - Sandpaper numerals Three period lesson Same as sandpaper letters After they’re comfortable identifying Offer several activities in associating the quantity and the symbol - Number rods and cards - Spindle box concept of 0 - Cards and counters odds and evens - Memory game with numbers “test”( a game that shows whether the child can generalize the quantities and symbols 1-10 to any objects in the environment - 1-10 Foundation of all work in math Child’s given the time they need to be grounded, secure and solid in this information

Answer 20

Practical Life - Essential first hand experience - Cause and effect - Logical sequence - Spacial relations - Vertical orientation - Gravity - Physical forse - Coordinated movement Water in a vase - volume Right amount of polish - physics Objects in order of use - logical sequence Carrying a heavy pitcher w/o spilling - experience and mastery of spacial relationships + moving body through space Life itself provides feedback in terms of these experiences

Answer 21

A mind that constructs itself by organizing and ordering the patterns it finds in every aspect of life

Answer 22

Clear, concise breakdown of steps of a complex motion

Answer 23

A key moment in a lesson. You’ll typically emphasize and look up at the child.

Answer 24

The act of a trained adult giving a lesson to the child. Many times showing the child one way to manipulate the material while modeling the respectful handling of it which is expressed as the way to handle the material

Answer 25

concrete experience stored in the unconscious mind. Nothing can be thoroughly understood with the conscious mind that has not first entered the unconscious

Answer 26

Means to see or sense something through directed, careful, analytical attention. To come to realize or know. one of the most important tasks of the Montessori adult; needed in order to understand where each individual child is at in their development and therefore know what material to put them in touch with

Answer 27

An extension lesson (used in all areas of the classroom) uses familiar concepts and materials to teach new, usually more complex or abstract, concepts or skills. typically include geography, history, general science, botany and zoology, music, and art. A way for the child to first get to know their culture and place in the world, their family and explore the culture of others around the world.

Answer 28

Step 1 - Create experiences through concrete, senorial exploration Step 2 - Give child accurate and specific language which names what has been experienced or explored

Answer 29

- Art - in context of PL and Language though images and stories - Geography- images, sensorial maps, globes, and land and water forms - Botany and Zoology - plants and animals found in indoor and outdoor environments - Leaf shapes - materialized in hte botany cabinet - Music - through communal experiences of singing and story, sensorial exploration with the bells. - History - absorbed through story and through experiences of time in everyday life - Science -everpresent with sequences, discoveries and natural consequences in PL and sensorial activities.

Answer 30

1: Start with "the whole" and then examine "the parts" 2: When introducing something new, build on something familiar ## Footnote - globe to map exploration - peeling eggs --> crushing --> adding to plants - Parts of a plant --> parts of a leaf - Visual experiences of length and color in sensorial --> manipulating those qualities in math - Visit from violinist --> listening to violin in recorded music

Answer 31

* Yesterday, Elena slowly sipped her tea in the garden * Last night, Mom softly sang a lullaby to the children.

Answer 32

The fuzzy kitten lapped the sweet milk.

Answer 33

Leon Bridges, the singer sang River, a song. Miss Margaux, the teacher sipped a coffee, her drink. Eric Carle, an author wrote The Very Hungry Catterpillar, a book.

Practical Terms - Paper B Flashcards

(57 cards)