I.D.Bird Cards: Montessori Learning Principles
Learning Principles I

Since I.D.Bird Cards were inspired in part by
vocabulary teaching materials used in Montessori
classrooms, it may be helpful to consider some of
the techniques Montessori teachers use to help
children acquire new language and concepts.

Sensorial Introduction:  Let your child discover and
explore the cards before you start your first bird
identification lesson.  Start by letting your child
handle the cards and notice their idiosyncrasies.  
Most children immediately enjoy the bird images.  
Proficient readers will spontaneously begin to read
bird names as they look through the deck.

Isolate What You Want to Teach:  When using
these educational materials to teach your children,
isolate what you want to teach and minimize other
distractions.  I.D.Bird Cards make it easy for you to
help your child consider each bird species
separately. Use the cards on an uncluttered surface.

Individualize the Learning Experience:  Each child
has a unique learning style and learning pace.  
Developing bird identification skills will be more
enjoyable if you remember to allow your child the
time and space to learn in his or her own way.

Introduce New Language from the General to the
Specific:  Young children can acquire complex new
vocabulary easily if  you introduce it early, use it
often, and provide mental “hooks” to hang new
language on.  When introducing children to
language that develops from general to specific, the
progression sounds something like this:
    1)  Though we recognize nearly all children
    interested in I.D.Bird Cards already
    understand what a bird is, very young
    children should first hear “That is an
    animal.”  When the concept of “animal” is
    familiar, the child can learn and understand,
    “That animal is a bird.”
    2) For children familiar with the concept of a
    bird, the next step in the progression is to
    hear and learn the simple names of
    common birds.  When the word “bird” is
    familiar, the child can learn more specific
    names of birds, paired with the word “bird.”  
    "That bird is a chickadee," “That bird is a
    duck,” and the all time classic, “That bird is a
    robin.”
    3) When familiarity with just a few of these
    simple bird names has been achieved, the
    child is ready to learn species names.  “That
    bird is a Black-capped Chickadee.” “That
    bird is a Mallard.”  “That bird is an American
    Robin.”
    4) Eventually your language can become
    more specific still, including identification
    cues and other memory aids. “That duck is a
    Mallard. See his green head?” or “That
    chickadee is a Black-capped Chickadee.
    He's small and has a black cap.”
    5) Language will grow increasingly specific
    as you introduce more complex identification
    cues.  “That duck is a Mallard.  See his
    green head? Notice the blue bar on its wing;
    the female is mostly brown, but she has that
    blue bar too.” Or:  “That chickadee is a
    Mountain Chickadee. It has a black cap. It
    also has a white line above its eye.”
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Learning Toolkit
Learning Principles II
Seguin’s Three Period Lesson

This language-learning protocol, originally developed by
Eduard Seguin, is commonly used in Montessori
classrooms.  The three-period lesson involves three stages
(or periods) of instruction.  All three periods occur in a single
session. Lessons are short, and new concepts should be few.


The First Period: Naming

Key Language: “This is a … “

Isolate 2 or 3 contrasting birds, and place the cards before
your child. If your child is a reader, use our handy Cover-up
Sleeves to obscure the bird names. Name each. “This is a
Barn Owl.”  “This is a Killdeer.”  Reposition the cards and
repeat.  With young children or tricky pronunciations, ask your
child to repeat after each bird. “This is a Phainopepla. You say
it.”

The Second Period: Recognizing

Key Language: “Show me the …” “Which one is the …”

Reposition the cards again and ask, “Show me the Eastern
Screech-Owl.“  “Which is the Pygmy Nuthatch?”  “Which is the
Snowy Egret?”

The Third Period: Recalling

Key language: “Which is this?” or “What is this one called?”

In this stage of the lesson, the adult isolates one of the three
bird cards at a time--by sliding the card toward the child, or by
pointing--and asks the child to name the bird.


Note:  Unused Words, Forgotten Birds

We think you’ll be surprised how quickly and prolifically even
your youngest children are able to acquire complex bird
names. Whether they actually remember this new language,
though, depends on how much they can use it. It’s important to
follow up language learning by creating opportunities to use
new words -- both at home and in the field. To this end, we
suggest that you refer to the Playing and Learning with I.D.Bird
Cards.
From Naming Pictures to Identifying Birds

I.D.Bird Cards are a fun and effective way to learn to associate a bird name with an image.  However, naming birds is only
the first step in identifying them. Used in conjunction with the Companion Cards, I.D.Bird Cards are a valuable tool for
helping the beginning birder develop skills and habits needed for successful bird identification.  Help your child think of
each bird name as a hook upon which to hang increasingly detailed knowledge of the species.  By learning and playing with
the I.D.Bird Cards, and by referring to the bird guide (with your assistance), your child can come to associate a wealth of
ornithological information with the name and image on each I.D.Bird Card.