HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
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
4. 4
READING TO LEARN
Reading Level = 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 Continuum of Delivery
• Tactile experiences
• Developmentally appropriate
• Materials at their level
• NOT just paper and pencil activities
• Guided reading if there are others at
the same level
6. 6
LEARNING TO READLEARNING TO READ
Providing a Continuum of Delivery
• Tactile
experiences
• Books and
materials at
their level
• Guided
reading if
there are
others at their
level
7. 7
READING TO LEARNREADING TO LEARN
Providing a Continuum of Delivery
• Independent experiences
• Small group reading experiences
(GR) if there are students with similar
needs
• Book choice at adequately
challenging levels
14. Five-year-olds in the Montessori 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
Reading Level = 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
