Differentiating for and Anticipating Student Needs
Differentiating for and Anticipating Student Needs
Differentiated instruction is when teachers tailor their instruction through Content, Process and Product in the lesson to meet with different students' needs. It is specially addressed to the group of students with various difficulties, disabilities and readiness levels. As an Art teacher in training, this topic seems intimidating because in my previous working experience in the elementary art room, an art teacher is faced with hundreds of students per week with two 45 minute lessons. The 45 minutes of class time includes the class's entry and preparation time, actual instructional time, project time, clean-up time, and wrap-up time. It is a short time, not to mention the times that a class comes in late or cleans-up slowly. How does the art teacher accommodate all students' needs and make every learning objective meaningful and every learning experience valuable? This is a big topic that I am interested in digging deeper into and practicing in the days to come.
For now, after the research, the following is my understanding of Differentiated Instruction and how I would apply it in my lessons.
Differentiated instruction could be done in Content, Process and Product. A teacher's role is to make an accommodation or modification on these three areas base on student's readiness, interests, and learning profile. In Art that could be translated to an inclusive classroom and lesson design that addresses different types of learning styles and flexible grouping.
Addressing different types of learning styles and flexible grouping are two means to entry into Differentiated Instruction for art teachers. Throughout my instruction, I will use formative assessment to get instant feedback from the students, and this helps gather students' data. I will modify my future lessons accordingly.
Four Different Learning Styles
The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. There are four different types of learners.
Visual Learners- Visual learners prefer to take in information using charts, maps, graphs, diagrams, and more. Using images to explain concepts and ideas is the best way to reach a visual learner.
Auditory Learners- This learning style describes students who learn best when information is heard or spoken. They benefit from lectures, group discussion, songs, and other strategies that involve talking things through.
Reading/Writing Preference- Students who have a reading/writing preference prefer information to be presented using words. They love to read and perform well on written assignments such as stories or book reports.
Kinesthetic- Kinesthetic learners learn best when they can use tactile experiences and carry out a physical activity to practice applying new information. They are hands-on learners. They learn best when they can figure things out by hand.
Differentiated Instructions for a color wheel lesson:
-Visual learners may want to see colors mixed in front of them.
-Auditory learners might want the teacher the explain the pattern of the color in words out loud.
-Reading/ Writing learners might want to read through a handout or put words down in their notebooks.
- Kinesthetic learners may wish to hold the object with the color to "feel" the color.
Integrating the lesson plan with four different learning style strategies will double the benefit and hit two birds with one stone.
Supporting resources:
For the Visual Learner:
-MindMesiter : This mind mapping tool is great for people who want to be able to visualize what they're learning. MindMeister allows users to create, share and manage mind maps online and offline.
For the Auditory Learner:
-Free Audio Books: Audio books can help auditory learners enjoy books and get through their assigned reading.
-Audacity : This audio editing software lets you record and edit audio.
For the Reading/Writing Learner:
- OneNote: OneNote is a computer program for free-form information gathering and multi-user collaboration.
For the Kinesthetic Learner
-Google SketchUp: This free drawing software from Google allows kinesthetic users to create, modify and share 3D models.
For Students with physical disabilities/limitations
When there is a student with physical disabilities/ limitations in the class, I will rearrange the environment and seating. I will rearrange classroom furniture and set up a supplies basket and place it on their table. I will assign them to a seat that is close to the entrance. For the instruction, I would modify the activity to lessen the amount of mobility needed.
Differentiated Instructions for the Patten hunting activity.
While the rest of the students are holding iPads and taking photos of the Patterns around the classroom, the student with physical disabilities/limitations could use a class magazine to look for the required patterns and take the photos instead of looking around the classroom. Using assisting technology to search is another way to do this as well.
For Students with Different Level of Readiness
Teachers differentiate instructions with content, process and product. In the art class, we expect some students to show confidence in their artistic skills, and some of them to just try to meet the teacher's limited requirements, while others just do not grasp the essential concept. Using flexible grouping allow teachers to group students based on their readiness, interest, and learning profile. In this case, teachers could group the students with different readiness levels giving modified instructions that promote growth with the tasks that are a close match to their skills.
Differentiated Instructions for Different Levels of Readiness
Teachers can give small groups direct instructions and modified projects according to their readiness.
For the high level of readiness group- Turn the lesson into a project based lesson. They have to be in charge of researching, analyzing and creating an open-ended project based on their study.
For the middle level of readiness group- Giving instructions and projects that are close to their level but offer options that encourage them to push their boundaries.
For the low level of readiness group- Break down content into small steps, allowing them to take one at a time. Emphasize the core concept and allow room for them to explore it with different learning tools or methods.
References:
-Khan Academy. (n.d.). Retrieved January 30, 2018, from https://www.khanacademy.org/
-Audacity. (n.d.). Retrieved January 30, 2018, from https://sourceforge.net/projects/audacity/
-30 of the Best Educational Tools for Auditory, Visual, and Kinesthetic Learners. (n.d.). Retrieved January 30, 2018, from http://learningpath.org/articles/30_of_the_Best_Educational_Tools_for_Auditory_Visual_and_Kinesthetic_Learners.html
-Shmoop Editorial Team. (2008, November 11). Methods of Differentiation for Teaching Art. Retrieved January 30, 2018, from https://www.shmoop.com/teachers/curriculum/differentiation/differentiation-art.html
-A. (1970, January 01). Modification, Differentiation, Adaptation and the Art Classroom. Retrieved January 30, 2018, from http://www.artfulartsyamy.com/2012/01/modification-differentiation-adaptation.html
-Learning Styles. (n.d.). Retrieved January 30, 2018, from https://teach.com/what/teachers-know/learning-styles/
-3 Ways to Plan for Diverse Learners: What Teachers Do. (n.d.). Retrieved January 30, 2018, from https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy
-4 Types of Learners in Education. (n.d.). Retrieved January 30, 2018, from https://www.advancementcourses.com/blog/4-types-of-learners-in-education
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