Differentiated Instruction and the Art Classroom Graduate Teaching Assistant, Sarah Cress Art Ed 4273
MoStep Madness Agenda…• Dream Curriculum Peer Share• MoStep Two Video Share• Sketchbook Prompt• Sketchbook Discussion• MoStep Three, Can I Have a Volunteer?!• A Differentiated Sample• Break• Group Collaboration• Tips for Success• Strong Differentiated Anchors• Artifact Brainstorm Session
Sketchbook Prompt… Think back to your years as an elementary student. What did you struggle with? What did you succeed at? Now, imagine you have a mini-me in your art classroom. How will you best instruct yourself on a regular basis?
MoStep Three…1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that support the intellectual, social and personal development of all students.• Performance Indicators: The preservice teacher… • 220.127.116.11 identifies prior experience, learning styles, strengths and needs • 18.104.22.168 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths and needs • 22.214.171.124 knows when and how to access specialized services to meet students’ needs • 126.96.36.199 connects instruction to students’ prior experiences and family, culture and community.
MoStep Three Rubric…The preservice teacher demonstrates an exemplary ability to adapt instruction and assessment to meet the diverse physical, intellectual and cultural needs of individual students. Based in high expectations, activities connect with and build upon students’ individual strengths, prior experiences, family, culture, and community heritages. The candidate demonstrates knowledge of when and how to access specialized services.
A Mini Critique… Considering our basic understanding of differentiation, consider how your current instructor abides to this method of teaching. Create a list of the ways in which you have observed her differentiating.
What Students Need… • Acceptance • Understanding • Respect • Belonging • Evidence of contribution • Challenge • Support
The Best Sign of Success…“The children are now working as if I did not exist.”-Maria Montessori
Some Obstacles in DI… • Getting started into groups smoothly • Giving directions for multiple tasks • Minimizing stray movements • Starting or stopping a lesson • Promoting on-task behavior • Helping groups effectively • Curbing noise • Keeping track of who is learning what • Grading daily tasks • Turning in work
A Differentiated Situation… • While viewing the following video sample, write down all the various instructional tools used to relay new concepts and information.
A Differentiated Situation… My classroom is a beginning art 1-2 course composed of 8 males, 10 females, 50% ethnic minority. 2 students are hearing impaired and accompanied by a signer, 6 have active IEPs (Individualized Education Program) with full inclusion, 2 students see the social worker regularly for anger management issues and 3 are ELL. The class is a mixture of 6 sophomores, 9 juniors and 3 seniors, 16-18 years old where 16, function at grade level. My class is very diverse in terms of individual personalities. The class as a whole was shy and quiet in August, but now appear to be lively, curious and talkative. Although the class is a mixture of grade levels, cultural and linguistic diversity, the students work well together. They understand they have the same artistic skill-set and are extremely patient with one another. My hearing impaired students have extremely low reading and writing ability, and their interpreter currently does much of the writing for them. Although they are weak in these skills, they are eager to learn techniques. The remainder of the class ranges in writing ability. 4 have extremely high, above average writing ability, while the remainder are low. This class is one of 5 that meet in the same room everyday, as we are fortunate to have our own classroom and darkroom. Recently, our school district cut funding from previous years. Those cuts pose a threat to elective courses, like art, and may remove many programs and staff in our school that offered additional support to students who were low achieving. Prior to these cuts I did several writing assignments with my students involving critique and reflection. Now, it is crucial to foster even more opportunities for students to strengthen their writing. It is because of the diverse abilities within this class, that instruction of good writing practice is a challenge. A majority of my students are visual learners, while a few of them are auditory learners. Although 4 of my students are extremely talented writers, none of them have had experience writing about art. In order for all students to succeed and grow, I must present information in a variety of ways to ensure growth. Graphic organizers and other writing techniques and tools are used regularly to help students organize and present their thoughts in an engaging way.
How Would You Manage?? In small groups devise an instructional plan for the described class. You have been asked by your divisional to create a lesson that incorporates writing and historical concepts in addition to art making. You have decided to present to students one art movement that profoundly shaped the history of creation. Within you group accomplish the following tasks…
How Would You Manage??• Choose a major art movement to center your lesson around• Make a list of the instructional resources you will need to adequately teach to all needs• Plan a written activity in which students are asked to digest and interpret a specific work of art• Plan an oral activity in which students share their perspectives of the chosen art movement• Plan a process-based activity in which students create an art artifact using what they have learned
Burning Questions…• How will you present your chosen artistic movement to the class considering their variant needs?• How will you work with each individual student to ensure that they aren’t struggling, but are still being challenged?
Tips for Success…• Present information in a variety of ways. In addition to the typical lecture style of presenting information also: – Use handouts – Use PowerPoint and/or overhead transparencies – Use manipulatives – Use games – Use your blackboard to provide additional direction – Provide hands-on instructional opportunities
Traits of Effective Anchors… • Important – related to key knowledge, understanding and skill • Interesting – appeals to student curiosity, interest and learning preference • Allow Choice – students can select from a range of options • Clear Routines and Expectations – students know what they are to do, how to do it, how to keep records, etc.
Examples of Artful Anchors…• Journal writing• Sketchbook assignments• Sketchbook experimentation• Brainstorming sequences• Article reviews• Online research• Book reviews• Preliminary artist statement writing• Preliminary peer critiques, oral or written• Paraphrasing of learned ideas or processes• Working on final products• Final artist statement writing• Final peer and teacher critiques, oral or written
How to Manage and Assess…• Utilize your present resources! – Speak with school counselors about general student concerns. Understand the context in which your students are coming from. Understand the population you will be addressing. – Speak with your support staff. Identify students with special needs and IEPS before the school year begins and gain a clear understanding of their specific accommodations.
How to Manage and Assess… • Begin each term with a pre-assessment that accomplishes the following: – Elicits information about student’s readiness to learn skills and concepts – Gathers information about student’s preferred methods of learning – Gathers information about students attitudes about the learning process
How to Manage and Assess…• Check student understanding of key concepts regularly through any of the following techniques: – Sketchbook assignments – Journal writing – Exit sheets – One on one discussions – Group discussions
Artifact Brainstorm… Now, let’s brainstorm some ways we can demonstrate our newfound knowledge.