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Promoting Independence, Motivation, and Differentiation
- 1. Promoting Independence, Motivation &Differentiation: Montessori Methods for Teaching Gifted Students in Grades K-3 Presentation for the 2017 NAGC Conference Dr. Liz Fogarty lizfogarty.weebly.com foga0017@umn.edu 1
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- 4. 4 READING TO LEARN ReadingLevel = 3.0+ READING TO LEARN Reading Level = 3.0+ LEARNING TO READ Reading Level = 1.5-2.9 LEARNING TO READ Reading Level = 1.5-2.9 PRE-READER Reading Level = preK PRE-READER Reading Level = preK Providing a Continuum of Delivery
- 5. 5 PRE-READERSPRE-READERS Providing a Continuumof Delivery âą Tactile experiences âą Developmentally appropriate âą Materials at their level âą NOT just paper and pencil activities âą Guided reading if there are others at the same level
- 6. 6 LEARNING TO READLEARNINGTO READ Providing a Continuum of Delivery âą Tactile experiences âą Books and materials at their level âą Guided reading if there are others at their level
- 7. 7 READING TO LEARNREADINGTO LEARN Providing a Continuum of Delivery âą Independent experiences âą Small group reading experiences (GR) if there are students with similar needs âą Book choice at adequately challenging levels
- 9. Which Montessori PrinciplesCould be used to Challenge Gifted Students? 9
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- 14. Five-year-olds in theMontessori programs evidenced superior results across many areas, including better scores on reading and math standardized tests, more positive interaction on the playground, more advanced social cognition and executive control, and more concern for fairness and justice. 14ciep.hunter.cuny.edu
- 15. Mallett & Schroeder(2015) found no significant differences in reading and math scores of Texas first through third graders who attended either Montessori or Non-Montessori public schools. Significant differences were found, however, for fourth and fifth graders for both reading and math. 15 Mallett, J. D., & Schroeder, J. L. (2015). Academic achievement outcomes: A comparison of Montessori and non-Montessori public elementary school students. Journal of Elementary Education, 25(1), 39-53.
- 16. 16 READING TO LEARN ReadingLevel = 3.0+ READING TO LEARN Reading Level = 3.0+ LEARNING TO READ Reading Level = 1.5-2.9 LEARNING TO READ Reading Level = 1.5-2.9 PRE-READER Reading Level = preK PRE-READER Reading Level = preK Providing a Continuum of Delivery
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- 20. 20 Precursor to FLOWand Motivation Precursor to FLOW and Motivation
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- 24. 24 Using Beads to Learnabout Squares
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- 29. What did youlearn? 29 What are you wondering?
- 30. THANK YOU! Dr. LizFogarty lizfogarty.weebly.com foga0017@umn.edu 30