How do you differentiate instruction for your preschoolers? I have an interview tomorrow for a K4 classroom and I am thinking this might be one of the questions I am asked.
Ok, I'll be first... You want to have two small groups. Children learn at different levels, and you want to show individualization as well. Pick any activity, and make sure you do the following. 1. Allow for advanced learners. What else could they do to extend the activity? Be prepared for fast finishers. Allow for creativity. 2. Allow for those who are developmentally slow. This is not a bad thing, they just are not ready. i.e. tear paper instead of cutting. 3. Always allow for a special needs child. Hypothetically, we all have 5, whether they are diaganosed or not. 4. Plan for two teachers in the room. If this is not the case, you are the second teacher. Start advanced group, then sit with second group. Explain the activity during circle or group time. Show each step, and describe safety precautions for using materials. i.e. don't cut hair, fingers, clothes. Use a transition activity to send children to small group. (note have materials all ready set up and one teacher/volunteer present at table, if possible) Start activity with advanced group. Do a finger play, or read to second group. The trick here is the advance group will be bored, and left to their own devices..start trouble! The slower group will be pacified with a finger play or story. They are not as interested in the materials on table. Now, here is where the real work comes in. Make sure you meet each child, discuss their work, and ask them to describe what they have done. this is your assessment. Ask permission to write on their paper. Use standard or school policies. Right to left. Name, date and something they said. Some programs say don't write on children's work! others say, write on the back so you don't destroy it! uh, okay.(you see I don't agree with this) Anyway...make sure you check for understanding, and go over lesson with each child. With your special needs child, make sure you are following goals for IEP. for your interview, you will explain how you will do this. good luck!!!
Differentiation also occurs when you allow for interest and choice in the classroom. I just took a class on differentiation and didn't even realize that everytime I was helping my lower kids I was doing it, without any planning. Honestly you probably differentiate with every lesson, just never gave it a label. Some quick examples from the book I have: graphic organizers choice boards multiple intelligences portfolios problem based learning stations/centers tiered activites seating arrangements various grouping during cooperative learning assessment (base it on growth) content Hope this helps a little.
I use examples... for instance, we do a rotation centers model, and we do different groups every day. Sometimes, I'll put kids together that I want to work on a particular skill, and sometimes I'll really mix them up. If I'm doing a patterning activity with 3-4 kids, they might all be working on different patterns. For some kids, I'll make a really complicated pattern and have them extend it... others will still be working on AB or AAB paptterns... at the table simultaneously. When we're working on alphabet or numbers or something, I usually know who knows which letters (or, at least, who knows most of them and who only knows some of the ones in their name)... so I can figure out based on their mood if today's a day I can push them with a new one, or if they need te confidence boost of something familiar. Some kids will be asked the letter, some the sound, some for a word starting with that sound. These are all things I do DAILY to differentiate. Does that help?
Thank you everyone for all your ideas. They were really helpful. I had my interview yesterday and I thought it went well. We'll see what happens!
I think it comes naturally at the pre-k level. I have out different types of scissors and writing materials in the writing center so kids can choose what they want to use. If they are working with me individually I will scaffold the task to their ability.
