Direction for Use

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Differentiated Instruction
In Visual Art 6-12
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What is Differentiated Instruction?

• Same essential learning outcomes
• purpose mastery for all!
• Responsive Teaching is based on
• Readiness
• Interests
• Learning profile
• Vary (differentiate) the content, process,
  product
• Not creating 3 lesson plans, but 1 lesson plan
  with 3 activities

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What D.I. is Not

• Grouping students by their scholastic ability
  (green, lime, and chartreuse)
• Individualized Instruction (different lesson
  plans for every student)
• Modifying the amount of work students do (reward
  for finishing earlydo more!)
• Just about student choice
• Hard questions for some - easy questions for
  others

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Why Differentiate?

• One size fits all instruction does not address
  the needs of many students.
• Kids come in different shapes and sizes and have
  a variety of interests, learning profiles, and
  readiness levels.
• The primary goal of quality education and quality
  curriculum design is to develop and deepen
  student understanding.
• When a teacher tries to teach something to the
  entire class at the same time, chances are, one
  third of the kids already know it, one third will
  get it, and the remaining third wont. So two
  thirds of the children are wasting their time.
• Lillian Katz

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Example Differentiate this Workshop(By Learning
Styles)

• Same Outcome for All Compare and contrast
  tradition classrooms instruction with
  differentiated instruction.
• Groups based on Learning Style visual, audio and
  kinesthetic
• Tier I Visual - create a PowerPoint
• Tier II Audio - make an oral presentation
• Tier III Kinesthetic - create a drama
  presentation that depicts the similarities and
  differences

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Starting at the Beginning

• Know your students
• Pre-Assessment

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Know Your Students

• Academic history
• Learning Styles
• Multiple Intelligences
• Student interests
• Index Cards
• Gender differences

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Activity! Learning Style

• Find your Learning Style

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Activity! Multiple Intelligence

• Find your Multiple Intelligence

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Index Card
In addition to contact information and schedules,
store Learning Style, Interests, and Multiple
Intelligence info on index cards for
differentiated group sorting.
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Assessment (Formative)
Assessment is todays means of understanding how
to modify tomorrows instruction. - Carol Ann
Tomlinson

• Need to know where they are
• starting from
• Assessment for learning Using assessment to plan
  instruction
• Importance of good record keeping

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Differentiate Instruction Strategies

• Jigsaw
• Anchor Activities
• Tiered Lessons
• Flexible Grouping
• The Questioning Process
• Admit/Exit Cards
• Scaffolding

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Differentiate Instruction Strategies
Jig Saw

• Students work in peer groups. Each student
  studies a different facet of a topic, then
  teaches that topic to all their group members.

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Anchor Activities
Differentiate Instruction Strategies

• Ongoing assignments, directly related to the
  curriculum, that students can work on
  independently throughout a unit or longer
• Provide students with meaningful work when they
  have finished an activity or assignment, when
  they first enter the class, or when they are
  stumped and must wait for teacher help.
• Free up the teacher to work with other groups or
  individual students

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Examples of Anchor Activities

• Think-Tac-Toe
• Visual Journals
• Silent reading
• Websites
• Brain teasers
• Activity Box
• Learning/Interest Centers
• Magazine articles with generic questions
  (Scholastic Art)

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Think-Tac-Toe
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Tiered Lessons (Tiering)
Differentiate Instruction Strategy

• Adjusting instruction and assessment according to
  learners readiness, interests, learning style.

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Create Multiple Paths For Learning
Key Concept or Understanding
Understand The Concept
Struggling With The Concept
Some Understanding
Below-Level Task
On-Level Task
Above-Level Task
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When Tiering

• Adjust---
• Level of Complexity
• Amount of Structure
• Materials
• Time/Pace
• Number of Steps
• Form of Expression
• Level of Dependence

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Simple Steps to Follow for Tiering

• Pre-assess knowledge, abilities, and learning
  style
• Create 1 activity at grade level
  (or use a successful lesson you
  already have)
• Clone the activity to provide different versions
  (2,3 versions) at different levels of difficulty
  (vary materials use, pace, time)
• Match a version of the task to each student based
  on students needs or profile

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Tiered Lessons - Summary

• Things in common
• Same concept or skill
• Whole class activity that builds understanding
• Some activities in the lesson may be the same
• Challenge Students
• Be interesting and engaging
• Be respectful

• Things differentiated
• Amount of structure
• Complexity
• Pace
• Level of independence

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Example of Tiering (Differentiating by readiness)

• Common Outcome accurately use blending,
  hatching, cross-hatching and stippling to achieve
  a 3-D effect.
• 1st time Art Students use basic shaped blocks,
  a light source, materials to reference that show
  examples of each shape.
• Repeat Offenders set up a still life with light
  source.
• Die Hard Art Student use their own creativity
  and draw from their mind.

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Group Activity! - Create a Tiered Lesson
(Differentiating by Readiness)

• 1.) Choose a specific skill you would like ALL
  students in your class to achieve, a common
  outcome.
• 2.) Develop a lesson that uses 3 tiers based on
  readiness level.
• 3.) Complete the handout.
• (we will collect the handouts, type them all
  up and e-mail them to all secondary Art teachers)
• 4.) Choose a presenter from your group.

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(No Transcript)
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Sharing
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Differentiate Instruction Strategies
Flexible Grouping

• Groups are
• Pre-Selected
• Short Term
• Varied based on
• Readiness
• Interest
• Learning profiles

• Groups have
• Clear directions
• Effective behavior

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Differentiate Instruction Strategies
The Questioning Process

• Environment
• Know Your Students
• Stay focused
• Never give up
• Questions
• What do you want?
• What are you doing?
• Is it helping (or hurting)?
• What else can you do?

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Differentiate Instruction Strategies
The Questioning Process

• Self-Evaluation and Reflection
• Are you satisfied with the results/grades?
• What did you learn from the assignment?
• What would you do differently next time?
• Does your work match the rubric/standards?
• Is this your best work?

• Planning
• What do you think you need to improve?
• What is your goal?
• What (action) steps will you need to accomplish
  your goal?
• What type of feedback do you want?
• How will you know if the plan is successful?

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Differentiate Instruction Strategies
Admit/Exit Cards

• An introduction or closing activity where
  students write responses to a teacher prompt on a
  card or piece of paper and turn cards in a end of
  lesson or class.

( Remember these??
)
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Differentiate Instruction Strategies
Response Cards

• All students hold up cards (hand written or
  pre-printed) in response to a teacher prompt.

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Differentiate Instruction Strategies
Scaffolding

• Directions that give more structure--or less
• Modeling
• Clear criteria for success -- Rubrics
• Double -- entry journals (at
  appropriate challenge level)
• Teaching through multiple modes
• Gearing reading materials to student ability
  level

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Lets Remember why we Differentiate

• Our job is to teach the students we have
• Not only the ones we would like to have
• Not the ones we used to have
• Those we have right now
• ALL OF THEM