Digital technologies have changed our lives. Our response to these changes is similar to every other generation that has experienced major technological innovation: moral panic. We’re panicked that digital devices are wiring our children’s brains for inattention; that violent video games will create a violent society; and that smartphones are making our adolescents depressed and suicidal. While to a certain extent this panic is understandable, we have to stop and ask ourselves: Does moral panic help us prepare our children for the digital age? Or does it nudge us toward binary no-screen-versus-screen choices, influencing us to perceive our children as blank slates rather than complex people with innate tendencies and their own agency? And are the concerns that fuel our moral panic even true? These are questions every parent and educator should ask themselves. These are questions that will be addressed in this literature-based workshop.
Laura Flores Shaw, a Visiting Assistant Professor in the School of Education, is extensively trained in family systems therapy and educational neuroscience. She also has direct experience as Head of School within an AMI based Montessori school framework. She instructs in the Mind, Brain, and Teaching Certificate and the Doctor of Education online programs. Dr. Shaw’s work has focused on translating research from multiple areas of neuroscience, educational psychology, sustainability education, and family systems research into school design and classroom practice. She has particular interest and expertise in translating current applied and computational neuroscience research—especially approaches featuring a sensorimotor and ethologically oriented perspective— and applying large-scale dynamical systems frameworks to sociocultural contexts. Recontextualizing common terms such as “executive function” and “attention” are areas of particular interest, especially in relation to issues of race, class, neurodiversity and behavior, including traditionally disadvantaged students living in poverty.
Join us on February 8, 2020 to learn more about how using food as an educational tool. Full presentation description and sign-up will be available soon.
Gabriela’s Montessori journey began as a child. Her mother was a Montessori teacher, so she grew up attending Montessori schools in Mexico. It was only natural that upon reaching adulthood that she also decided to pursue a career in Montessori education. After completing her degree in Early Childhood Education, she earned the AMI Assistance to Infancy diploma. She would go on to work for more than 20 years in Montessori schools in Mexico and the United States.
Gabriela completed the demanding AMI Training of Trainers program to be named an AMI Trainer at the level of 0-3 Assistants to infancy. She began her first full 0-3 training in August with SIMS! She has also worked on 0-3 teacher-training courses in Denver and Taiwan. She serves as a lecturer, consultant and national examiner for AMI.
Welcome AMI Primary Trainer, Tiffany Liddell, as she leads a workshop on Childhood Trauma. Full presentation description and sign-up will be available soon.
Tiffany Liddell is an AMI Primary Trainer who was born and raised in the beautiful Northwest of Oregon. She moved to Phoenix, AZ to pursue the AMI Primary (2 1/2-6) training in 2005 and discovered the power of this approach as she implemented Montessori’s teachings with her children. After her AMI graduation in 2006, she became a Lead Primary Guide in a Charter Montessori school. After her fourth child, she decided to leave the classroom and open an in-home Montessori Preschool where she could offer the Montessori approach to children in her neighborhood. Tiffany holds a Bachelor’s and a Master’s Degree in Education with specialization in Early Childhood Education, in addition to an Arizona State Teaching credential for Early Childhood. Concurrent with teaching children, Tiffany began working at a local community college in the Early Childhood field instructing adult learners and developing curriculum for the early childhood department in 2010. T iffany has also been involved in the greater Arizona Early Childhood community by facilitating professional development workshops across the state and has conducted observations and provided coaching in early childhood classrooms for a national credentialing program for early childhood professionals. After 8 years as a lead guide in the classroom and working with adults at the college level, Tiffany decided that combining her passion for the Montessori approach and teaching adults about Montessori was her next step in life. Tiffany became a Primary course assistant at the Southwest Institute of Montessori Studies in 2015, and in 2016 was accepted into the AMI Primary Training of Trainers program.
There are no upcoming events.