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Differentiating for a variety of learners, jennifer iatarola(2)


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Differentiating for a variety of learners, jennifer iatarola(2)

  1. 1. Theory: Why Differentiate?  In order to meet students’ diverse learning styles and abilities educators should differentiate throughout their lessons.  Differentiating within instruction can make the class more meaningful, comprehensible, and most importantly increase student achievement.
  2. 2. Lesson Subject: Visual Arts  Grade Level: High School (grades 912)  Unit: “Current World Issues in Art”  Lesson Topic: Global Warming  Mixed Media Sculpture 
  3. 3. Application: Literacy Strategies for Lesson 1. Responsive Writing: Students will write a response to my prompt after watching a couple short national geographic videos on global warming. This strategy is meant to inspire students and enhance their critical thinking. There are no right answers, this way it encourages students to think outside the box! 2. Questioning the Artist (art version of questioning the author): The students will deconstruct digital images of “global warming art” and try to figure out the messages within . This will help students generate ideas for their mixed
  4. 4. Video and Prompt  Write your response to the following prompt. Draw ideas from personal opinion, experience, and ideas in the video. Based on your response it will help you come up with a meaningful work of art that depicts your views on global warming. Share our responses with your neighbor or discuss it with the class.  Prompt: What is your stance on global warming? Do you care, why or why not? What are some changes you might take in your life to reduce greenhouse gas emissions or what are some suggestions you have for society? How might you portray the issue of global warming in your art? Give at least two examples.
  5. 5. Questioning the Artist Image #1 • What is the message? • Is the imagery effective, why or why not?
  6. 6. Questioning the Artist: Image #2 • What is the meaning of the artwork? • Is there a mood, if so what is it?
  7. 7. Questioning the Artist Image #3 What do you think is the intended message? Explain why! There can be multiple interpretations.
  8. 8. Fake Student Answers: By Casey Bennett Image #1 “It looks like its meant to be humorous. It takes away from the seriousness of the issue of global warming. It might make people want to save homeless people before polar bears, or put the two on the same level. I think its confusing and it’s not a very good advertisement”. Image #2 “The artwork is implying how we are filling up the sea with trash and how the fish are being replaced with garbage. The mood is happy and dark at the same time, the play on fish is quirky, but the presence of trash is the harsh and gross reality” Image #3 “I think the artist is trying to show how green house gasses are caused from cigarette smoking and factories. It shows how humans are polluting the earth in multiple ways.”
  9. 9. Materials and Timing  Videos: 5-6 minutes total Questioning the Artist Section:  3-5minutes (Done with a partner, share groups answer with the class).   Responsive Writing: Students will be given around 10-15 minutes after video to complete the handout. Mixed Media Project: 3-4 class periods  Supplies: recycled materials, scissors, hot glue, paint, paper, national geographic magazines, newspapers, etc. 
  10. 10. The Big Question How will I differentiate???  Differentiating in the “Questioning the Artist Activity”: This visual learning activity is meant to be a collective and social process. I will have students work in pairs then have a class discussions on their interpretations. This way if anyone is confused they will have the help of their peers and instructor to better explain things.  Differentiating in Multiple Resources: Utilizing multiple resources other than text books can aid to enthusiastic learning and elevate achievement (Brozo,253). I am showing the videos and images to get the students motivated , but this method will also cater to the visual and auditory learners, as well as ELL students. The writing portion will help those who are more kinesthetic (learners by doing). The writing is also not going to be graded, it is meant to be a tool to collect their thoughts and ideas, which will take the pressure off students with learning disabilities or those who struggle with writing. We will share answers with the class so students can hear their classmates ideas and scaffold one another's thinking.  Differentiating within instruction and for the mixed media project: I will use the red/green card assessment tool for those who are struggling on their writing and art projects. Students with learning disabilities will be asked to write what they thought of the video versus answering my in depth prompt. Students with severe learning or mobility disabilities won’t be expected to convey an environmental issue or meaning within their art, but show they are exploring the materials and attaching things in a creative fashion.  During the video I will pause in a couple sections and model comprehension by restating
  11. 11. Student Product
  12. 12. Example of high school student mixed media project: Shows the negative effects of pollution and global warming on the environment.
  13. 13. Reflection  At first I was unsure if the videos were enough for the lesson, but Casey said it helped him generate ideas and they weren’t to long, therefore it was easy to pay attention. One thing I would change would be to have the students answer the prompt after discussing the artworks, versus right after the video, that way they would have more ideas to pull from in their response.  It always surprises me how creative and in depth in his responses and ideas are since he is not the artsy type. I also really enjoyed his unique interpretations of the artworks!  I felt the lesson topic was good because it’s a global issue. The students might find this issue relative to their lives, which may help those who don’t enjoy art get more interested.  Looking back, I wish I would have done this exercise on two students so I could have more feedback on how I had to differentiated for them, but overall I was pleased with his work.
  14. 14. Resources for: Images and Videos Images:   Videos   