Innovative Differentiated Strategies in a Montessori Kindergarten by…
Innovative Differentiated Strategies in a Montessori Kindergarten
BLUE GROUP 5 students who answered most questions correct on the pre-assessment
Student can work more independently with the teacher serving as a facilitator.
Animal Habitat Game: Student will work individually or with another student and decipher which animals belong in what habitat. They will be given 4 designated corners to showcase their work.
Student will be able to present his/her findings with the class and facilitate a small group discussion.
Think-Pair-Share to allow students to collaborate together to come up with an answer for a question.
Supplemental activities for continuing building vocabulary will be given as well (Ex: Worksheets where students have to unscramble the words, fill in the blanks etc.
RED GROUP 12 students who have some knowledge/need to develop higher order thinking skills
Introduce the content to the whole group before moving into station rotation.
Each station should represent a certain modality that is being learned. One station can have students cut and glue the animal with their labels as well as drawing and describing their animal.
Another station can provide visual and auditory via an iPad where a student can stream a video about the animal or do supplemental activities going at their own pace.
Teacher station where students can come in a small group and talk with the teacher. An opportunity to review what we learned and learning from one another, providing a social interaction amongst the students.
Avoid stigmatization by giving groups natural names like colors, animals, or shapes. This will also help alleviate comparison amongst the students. This will be my personal way of knowing where my students are in the groups.
Preview the vocabulary by playing a matching flash card game
GREEN GROUP 5 students that have limited knowledge. 3 students struggle with ELL and 2 need to be tested for special needs :star:
Focus more on previewing and reviewing vocabulary.
Matching worksheets as well as breaking the down the vocabulary into smaller parts. Allowing the student to grasp 1-2 animals at a time as opposed to a large amount at one time.
Giving students praise and positive words of affirmation and encouragement
Assign a classroom buddy to help with directions and assist student with any questions. The buddy should be communicating in the native language (for my class that would be Chinese).
Give the student extra time to process what is being said and wanted of the student. Repeat and use body language and facial expressions.
Supporting ELL Learners
Respect the working pace of the student as well be being aware of the responses they give as certain responses can mean different things to a young learner.
This worksheet will serve as a foundation to determine students abilities and how to tailor the instruction to meet the needs of the students. Students will work with the teacher 1:1 at the English table. Pre-Assessment it timed to be about 2-3 minutes per student.
Student responses will be documented as well as respecting the students pace and abilities. For example, if the student is able to write/spell out the animals, allow the student to do so.
Our Unit/topic is Pigs in correlation to the Chinese New Year. We will use a KWL Chart to monitor our work and progress
Introduce Vocabulary related to the topic and show examples of items as well.