# Differentiated Instruction for Kindergarten Math

KM
Kelly M
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Differentiated Instruction for Kindergarten Math by

## 1. Student 1

### 2.1. Student 1

2.1.1. Teaching Strategy: For this objective, I think it would be helpful to Jimmy if I created visual directions for an assignment. When it comes to verbal directions, Jimmy gets distracted and does not retain the information. Visual directions would be effective because he responds positively to visual information and he shows understanding. An example of visual directions is to create a poster board with objects grouped by similarities. This will show Jimmy that he needs to sort his objects into like categories.

2.1.2. Teaching Strategy: It is important to decrease the amount of distractions that could cause Jimmy to leave his work. I think it would be best to have him seated close to the teacher so he can be watched over and easily guided back to his assignment if he becomes sidetracked.

2.1.3. Teaching Strategy: I think because Jimmy is a visual learner, a computer game that follows this objective would be fun and engaging for him, and help him learn in a way he is comfortable.

### 2.2. Student 2

2.2.1. Teaching Strategy: Because Samantha sometimes displays aggressive behavior, I believe it is important to put a behavior chart in place for her. This provides Samantha with visual information on how she is behaving. It also helps the teacher keep track of her behavior and keeps them informed on whether she needs to be diverted from a situation or needs help controlling her behavior.

2.2.2. Teaching Strategy: Samantha is very calm when she colors and has trouble with her writing skills. In order for her to be successful in this objective, I think it would be helpful to her if I created an assignment for her where she could color or draw. For example, she could color or draw objects based on their similarities and differences instead of doing written descriptions. This keeps the assignment engaging for her because she is doing something she enjoys, and saves the writing practice for when she can work on it with a mentor on an individual basis.

## 3. Students With Autism

### 3.1. Student 2

3.1.1. Teaching Strategy: Because Chris is very independent, I think it is fair to allow him to work on his own for certain group activities. It can be scary and over stimulating for a student with autism to be thrown into a social situation. However, I do think it is important to slowly introduce him to working with other students so he can become more comfortable with socializing.

3.1.2. Teaching Strategy: Chris is very good at doing puzzles. I think an activity that could help Chris succeed in this objective is to use puzzle pieces as the objects that need to be sorted. He can be asked to sort the pieces by shape, color, or size. When he is finished, he can play with the puzzle.