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MoSPE Two
This document outlines an art education class discussing differentiated instruction and student development. It includes: 1) A discussion of learning theories, artistic development models, and strategies for understanding student needs and goals. Small groups consider topics like prior experiences, learning styles, and differentiating instruction. 2) A description of a hypothetical diverse art class and challenges in differentiating instruction. Groups brainstorm how to present an art movement lesson to address varied abilities and ensure all students are challenged. 3) Emphasis on using resources like counseling, support staff, and pre-assessments to understand students and check their understanding through techniques like sketchbook assignments and discussions. The goal is to support all students' intellectual, social, and
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MoSPE Two
- 1. Differentiation is KEY GraduateTeaching Assistant, Sarah Cress Art Ed 4273
- 2. MoSPE Madness!! • Reviewof Homework Writing Prompt • Student Artwork Investigation • Standard Two Overview • Review of Artistic Development • Theories of Learning • Taking it Further • Writing Prompt Two • Differentiated Instruction • Writing Prompt Three • Setting Student Goals • Artifact Brainstorm • Escape!
- 3. Writing Prompt… Prompt 1(2.1): Describe how your understandings of cognitive, social, emotional and physical development will impact student learning.
- 4. Student Artwork Investigation… Choosean image from the student artwork file that you find particularly striking. After reviewing it for some time, respond to the following in pairs: • Who is this student intellectually? • Who is this student socially? • Who is this student personally? • What art instruction preceded this creation? • What art lessons should follow in order to strengthen the observed learning?
- 5. Standard Two… Standard #2:The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. Quality Indicator 1: Cognitive, social, emotional and physical development Quality Indicator 2: Student goals Quality Indicator 3: Theory of learning Quality Indicator 4: Differentiated lesson design Quality Indicator 5: Prior experiences, learning styles, multiple intelligences, strengths and needs Quality Indicator 6: Language, culture, family and knowledge of community
- 6. Standard Two… Standard #2:The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. Quality Indicator 1: Cognitive, social, emotional and physical development Quality Indicator 2: Student goals Quality Indicator 3: Theory of learning Quality Indicator 4: Differentiated lesson design Quality Indicator 5: Prior experiences, learning styles, multiple intelligences, strengths and needs Quality Indicator 6: Language, culture, family and knowledge of community
- 7. Artistic Development… Viktor Lowenfeld’sCreative and Mental Growth • Scribbling Stage • The Preschematic Stage • The Schematic Stage • The Gang Stage: The Dawning Realism • The Pseudo-Naturalistic Stage • The Period of Decision
- 8. Learning Theory… Within smallgroups consider each of the following learning theories. Write what you KNOW on newsprint. Feel free to use technology to find valid and reliable resources. •Cognitive Theory •Social Cognitive Theory •Constructivist Theory
- 9. Standard Two… Standard #2:The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. Quality Indicator 1: Cognitive, social, emotional and physical development Quality Indicator 2: Student goals Quality Indicator 3: Theory of learning Quality Indicator 4: Differentiated lesson design Quality Indicator 5: Prior experiences, learning styles, multiple intelligences, strengths and needs Quality Indicator 6: Language, culture, family and knowledge of community
- 10. Writing Prompt… Prompt 3(2.5): What strategies will you use to unravel students’ unique learning needs?
- 11. Taking it Further… Inorder to TRULY understand the unique needs of each child we must go beyond our fundamental understanding of learning theory and artistic development. We must consider students’: •Prior experiences •Their learning styles and •Their strengths and weaknesses
- 12. Taking it Further… Tounpack these student needs, we will break up into small groups once more. Each group will have a different focus: •Group One: How do you assess students’ prior experiences? •Group Two: How do you scaffold for new learning? •Group Three: Explain the major learning styles. •Group Four: Explain multiple intelligences. •Group Five: How do you modify lessons to appeal to various learning styles and intelligences?
- 13. Standard Two… Standard #2:The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. Quality Indicator 1: Cognitive, social, emotional and physical development Quality Indicator 2: Student goals Quality Indicator 3: Theory of learning Quality Indicator 4: Differentiated lesson design Quality Indicator 5: Prior experiences, learning styles, multiple intelligences, strengths and needs Quality Indicator 6: Language, culture, family and knowledge of community
- 15. A Mini Critique… Weknow that differentiation is key! In what ways have you observed YOUR teacher differentiating.
- 16. Some Obstacles inDI… • Getting started in groups smoothly • Giving directions for multiple tasks • Minimizing 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
- 17. What Students Need… •Acceptance • Understanding • Respect • Belonging • Evidence of contribution • Challenge • Support
- 18. A Differentiated Situation… Myclassroom 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.
- 19. How Would YouManage?? Devise an instructional plan for the described class. You have been asked by your divisional to create a visual arts lesson that incorporates writing and history. You have decided to present to students one art movement that profoundly shaped the history of creation. You must accomplish the following tasks…
- 20. How Would YouManage?? • 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
- 21. Burning Questions… • Howwill 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?
- 22.
- 23. Standard Two… Standard #2:The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. Quality Indicator 1: Cognitive, social, emotional and physical development Quality Indicator 2: Student goals Quality Indicator 3: Theory of learning Quality Indicator 4: Differentiated lesson design Quality Indicator 5: Prior experiences, learning styles, multiple intelligences, strengths and needs Quality Indicator 6: Language, culture, family and knowledge of community
- 24. Writing Prompt… Prompt 2(2.2): What resources will help you in setting student goals? Why are overarching goals and objectives important to plan? How does this planning impact student learning?
- 25. How to Manageand 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.
- 26. How to Manageand 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
- 27. How to Manageand 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
- 28. Standard Two… Standard #2:The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. Quality Indicator 1: Cognitive, social, emotional and physical development Quality Indicator 2: Student goals Quality Indicator 3: Theory of learning Quality Indicator 4: Differentiated lesson design Quality Indicator 5: Prior experiences, learning styles, multiple intelligences, strengths and needs Quality Indicator 6: Language, culture, family and knowledge of community
- 29. Artifact Brainstorm… Now, let’s brainstorm someways we can demonstrate our newfound knowledge for this standard.