Cognitive Characteristics
- Shorter attention spans (10-15 min focused activity)
- Need simple, clear instructions
- Concrete thinkers - learn best through doing
- Immediate feedback is essential
- Limited ability to self-regulate
Differentiation Guide
Differentiation Guide: Adapting for All Learners
Section titled “Differentiation Guide: Adapting for All Learners”This guide provides strategies for adapting “Kinder in Bewegung” activities to meet the diverse needs of children in primary school. Differentiation ensures that every child can participate, be challenged, and experience success.
1. Developmental Differences by Grade Level
Section titled “1. Developmental Differences by Grade Level”Grades 1-2 (Ages 6-8)
Section titled “Grades 1-2 (Ages 6-8)”Motor Characteristics
- Fundamental motor skills still developing
- Coordination varies widely
- Balance and spatial awareness emerging
- Fine motor skills developing
- High energy, need frequent movement
Social Characteristics
- Learning to share and take turns
- Parallel play common
- Teacher-dependent for guidance
- Eager to please adults
- Beginning to understand teamwork
Grades 3-4 (Ages 8-10)
Section titled “Grades 3-4 (Ages 8-10)”Cognitive Characteristics
- Longer attention spans (15-25 min)
- Can follow multi-step instructions
- Beginning abstract thinking
- Can self-assess and reflect
- Understand strategy and planning
Motor Characteristics
- Refined fundamental skills
- Better coordination and balance
- Can combine movements
- Improved fine motor control
- More consistent performance
Social Characteristics
- Strong peer relationships
- Can work independently in groups
- Beginning leadership skills
- Can handle friendly competition
- Understand team roles
2. Differentiation Framework
Section titled “2. Differentiation Framework”The STEP Method
Section titled “The STEP Method”Use the STEP framework to modify any activity:
| Element | Description | Examples |
|---|---|---|
| Space | Change the playing area | Smaller/larger distances, different zones, obstacles |
| Task | Modify the activity | Simplify rules, add challenges, change objectives |
| Equipment | Adapt materials | Different sizes, weights, alternative tools |
| People | Adjust groupings | Smaller/larger groups, mixed ability, peer support |
3. Activity-Specific Differentiation
Section titled “3. Activity-Specific Differentiation”Balance Activities
Section titled “Balance Activities”Simpler Approach:
- Wider balance surfaces
- Shorter distances
- Static balance before dynamic
- Hand-holding or support available
- Visual markers for foot placement
Example - Pedalo Classic:
- Start with holding teacher’s hand
- Count to 10 while staying balanced
- Focus on feeling the movement
More Challenging:
- Narrower balance surfaces
- Longer distances with turns
- Dynamic balance with tasks
- Eyes closed variations
- Carrying objects while balancing
Example - Pedalo Classic:
- Navigate a slalom course
- Pass a ball while riding
- Time trial challenges
Throwing & Catching Activities
Section titled “Throwing & Catching Activities”Simpler Approach:
- Larger, softer balls
- Shorter distances
- Stationary catching
- Bean bags (don’t roll away)
- Self-toss before partner toss
Example - Juggling Balls:
- One ball, toss and catch same hand
- One ball, toss and catch opposite hand
- Focus on tracking with eyes
More Challenging:
- Smaller balls
- Longer distances
- Moving to catch
- Multiple objects
- Target accuracy
Example - Juggling Balls:
- Two-ball cascade practice
- Three-ball cascade introduction
- Partner juggling patterns
Team Games
Section titled “Team Games”Simpler Approach:
- Smaller groups (3-4 children)
- Single objective games
- Teacher as game leader
- No time pressure
- Focus on fun over winning
Example - Sommerski:
- 2 children on shorter skis
- Teacher calls “Left, Right”
- Just 5 meters distance
- Celebrate completion together
More Challenging:
- Larger groups (4-6 children)
- Multi-step objectives
- Student leaders
- Time challenges
- Strategy discussions
Example - Sommerski:
- 4 children on full skis
- Children call their own rhythm
- Navigate obstacles or turns
- Race against other teams
4. Supporting Struggling Learners
Section titled “4. Supporting Struggling Learners”Modification Strategies
Section titled “Modification Strategies”| Challenge | Modification | Example |
|---|---|---|
| Motor coordination difficulties | Break into smaller steps | Balance: Stand → Step → Walk |
| Low muscle tone | Shorter activity periods | 3 min stations instead of 5 |
| Attention difficulties | Clear visual cues | Colored markers, numbered stations |
| Sensory sensitivities | Quiet spaces, fewer stimuli | Corner station away from main group |
| Fear/anxiety | Gradual exposure | Watch first, try with support, try alone |
| Processing speed | Extra time, fewer transitions | Stay at one station longer |
Peer Support Strategies
Section titled “Peer Support Strategies”Buddy System
Pair a more skilled child with one who needs support.
- Buddies demonstrate, don’t do for them
- Buddies give encouragement
- Rotate buddies to avoid dependency
Team Roles
Give every child a meaningful role:
- Equipment Manager (sets up station)
- Cheerleader (encourages teammates)
- Counter/Timer (tracks progress)
- Reporter (shares with class)
Cooperative Challenges
Design activities where different skills are needed:
- One balances while another counts
- One throws while another catches
- Everyone contributes to success
5. Challenging Advanced Learners
Section titled “5. Challenging Advanced Learners”Extension Strategies
Section titled “Extension Strategies”| Strategy | Description | Example |
|---|---|---|
| Add complexity | Combine skills or add rules | Balance while juggling |
| Increase precision | Smaller targets, tighter spaces | Throw through smaller hoop |
| Add cognitive load | Memory or math elements | Hop on numbered stones in sequence |
| Leadership roles | Teach others, lead activities | Demonstrate to younger students |
| Creative challenges | Design own variations | Create a new game with equipment |
| Time pressure | Complete tasks faster | Beat personal best time |
Leadership Opportunities
Section titled “Leadership Opportunities”For children who excel, provide:
- “Junior Coach” role - Help set up and explain stations
- Demonstration duty - Show proper technique to class
- Challenge creator - Design new variations for others
- Peer mentor - Support struggling classmates
- Reflection leader - Facilitate group discussions
6. Quick Reference: Differentiation by Equipment
Section titled “6. Quick Reference: Differentiation by Equipment”Bewegungsrucksack Items
Section titled “Bewegungsrucksack Items”| Equipment | Easier | Standard | Harder |
|---|---|---|---|
| Kugelfangspiel | Larger cup, closer ball | Standard distance | Smaller cup, eyes closed |
| Juggling balls | 1 ball, self-toss | 2 balls, cascade | 3 balls, tricks |
| Bean bag | Balance on flat body part | Balance while walking | Balance on moving body part |
| Bat & ball | Drop and hit | Continuous bouncing | Partner passing |
| Chalk | Draw simple shapes | Draw hopscotch | Create obstacle course |
Team Equipment
Section titled “Team Equipment”| Equipment | Easier | Standard | Harder |
|---|---|---|---|
| Sommerski | 2 children, 5m | 4 children, 10m | 4 children, slalom |
| Pipeline | Straight line, slow | Curves, moderate speed | Obstacles, fast |
| Laufendes A | Flat ground, slow | Gentle slope | Obstacles, timed |
| Teamspiel-Boxen | Fewer pieces, simpler goal | Standard setup | Complex challenges |
Motor Elements
Section titled “Motor Elements”| Equipment | Easier | Standard | Harder |
|---|---|---|---|
| Pedalo Classic | With hand support | Independent riding | Slalom, carrying |
| Rola-Bola | Wider roller, spotter | Standard balance | Eyes closed, squats |
| Stilts | Lowest setting, hand support | Medium height | Tall setting, obstacles |
| Balance stones | Flat side up, close together | Dome side up, spread | Varying heights, gaps |
7. Assessment for Differentiation
Section titled “7. Assessment for Differentiation”Observation Checklist
Section titled “Observation Checklist”Use this quick check to identify who needs support or challenge:
Needs Support:
- Avoids participation
- Shows frustration easily
- Cannot complete basic task after instruction
- Distracted during explanations
- Physical struggles visible
Needs Challenge:
- Completes tasks quickly and correctly
- Helps others without being asked
- Appears bored or distracted
- Creates own challenges
- Asks “what’s next?”
Flexible Grouping
Section titled “Flexible Grouping”Don’t permanently group by ability. Instead:
- Mixed-ability groups - For cooperative activities
- Same-ability groups - For skill practice
- Interest groups - For choice activities
- Random groups - For social mixing
8. Communication Strategies
Section titled “8. Communication Strategies”For Younger Children (Grades 1-2)
Section titled “For Younger Children (Grades 1-2)”- Use simple, short sentences
- Demonstrate more than explain
- Use visual cues and gestures
- Give one instruction at a time
- Use stories and imagination
- Praise effort, not just outcome
For Older Children (Grades 3-4)
Section titled “For Older Children (Grades 3-4)”- Explain the “why” behind activities
- Allow questions and discussion
- Use technical vocabulary
- Give written instructions at stations
- Encourage self-assessment
- Praise strategy and improvement
9. Inclusion Checklist
Section titled “9. Inclusion Checklist”Before any lesson, ask yourself:
10. Key Principles Summary
Section titled “10. Key Principles Summary”- Multiple entry points - Different ways to access the same learning
- Respectful tasks - All levels feel valued, not labeled
- Flexible grouping - Change groups based on activity and need
- Ongoing assessment - Watch and adjust continuously
- Student choice - Let children select their challenge level
- Growth mindset - Emphasize improvement over comparison
- Positive climate - Celebrate all successes, big and small
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