Differentiation in the Arts Classroom

Differentiation in the Arts Classroom

Presented By Eugene J. Diggs II

(All artwork was retrieved from Google Images)

Welcome!

Poll

Icebreaker: If you could be a potato, how would you like to be cooked?

• Baked

• Boiled

• Fried

• Scalloped

Objectives

• Identify the term "Differentiation"

• View differentiation in a classroom

• Learn how to identify student's strengths and weaknesses

• Learn how to use student strengths and weaknesses to inform practice

• Identify strategies to help you differentiate in your classes

What is Differentiation?

According to Heacox (2012) Differentiated instruction means changing the pace, level, or kind of instruction you provide in response to individual learners' needs, styles or interests" (p. 5)

What does that mean for my classes?

• You create lessons that are engaging and rigorous for all

• You create lessons that are relevant to the learning

• Allow the students to make choices about learning. Be flexible!

• Challenge the student's thinking!

Differentiation in the classroom video

https://www.youtube.com/watch?v=h7-D3gi2lL8

Multiple Choice

Differentiated instruction is ____________.

• A way of thinking

• Another way admin puts more work on us

• Creatively Draining

• All of the above

Multiple Choice

Carol Tomlinson talks about differentiation in three areas: content, process and ______________.

• Product

• Vision

• Yelling at the kids

• All of the above

Poll

Ok, Diggs. I see where you are going. But I currently feel _______________ about differentiation.

• indifferent

• kinda cool

• like I want to yell at someone

• really good

Differentiation in the Arts Classroom

https://www.youtube.com/watch?v=q6fjGmtdcfs

Learn Your Students!!

WHY?!

According to Heacox (2012) “

A good way to enhance students’ chances for success is to get to know them and to understand how they differ from one another in interests, learning preferences and pace, readiness and motivation” (p. 21).

Ok, How?

• Academic History

• Student Interests

• Discovering multiple intelligence theory

Academic History

• Discover possible underlying causes of underachieving student

• Ask to see their file

• Create your own file

Student Interests

• See how the students see themselves as learners and people

• Ask students to take the interest inventory (ask for copy of handout)

• Ask students what they would like to learn in your class

Multiple Intelligence

• According to Heacox (2012) "Students' strengths and preferences affect not only the ease with which they learn but also how they can best represent what they know and understand" (p. 22).

• Gardner's 9 Intelligences

• Multiple Intelligence Checklist

Multiple Select

3 of Gardner's Multiple Intelligences:

• Verbal/Linguistic

• Musical

• Naturalistic

• Freestyling a hot 8

Why involve parents in differentiation?

Research has shown that “all measured components of parental involvement had a significant positive impact on academic achievement, regardless of the ethnicity of students and type of academic achievement measures” (Wilder, 2014, p. 382).

Use their strengths to strengthen your teaching!

• Use all of the information you have gathered to learn your students strengths

• Discover activities that accent the strength of your students

• Allow students to learn in the ways they would like to learn - be flexible

Ok, Diggs. You sold me. How can I differentiate in my classroom?

• Be more Imaginative!

• Learning Groups

Being more imaginative

• Fleming et al. (2016) call on educators to use “scripted improvisation” (p. 437).

• Scripted improvisation is a response to scripted teaching where the teacher allows the lesson to sway in a way that favors the students as the lesson is being taught

• How can I use scripted improv?

Learning Groups

• Do not place students in groups based on ability

• Vary groups throughout the year

• Do not allow students to chose their own groups without solid parameters

We are a PLC (YES!). However, each of our classes will have different needs.

• Therefore differentiation looks different in each class

• Remain Flexible

• Do what works best for you and your students!

THANK YOU!

Please complete this short survey: https://forms.gle/26WioeFm9MDX8hQF6

References

• Education Week. (September 11, 2019). Differentiating Instruction: It’s Not as Hard as You Think [Video]. YouTube. https://www.youtube.com/watch?v=h7-D3gi2lL8

• Fleming, Josephine., Gibson, Robyn., Anderson, Michael., Martin, Andrew J., Sudmalis, David. (2015). Cultivating imaginative thinking: Teacher strategies used in high-performing arts education classrooms. Cambridge Journal of Education. 46(4). pp. 435 – 452. 10.1080/0305764X.2015.1064097

• Google Images. All Images Retrieved on 4/27/2021

References Continued

• Heacox, D. (2012). Differentiating Instruction in the Regular Classroom. Free Spirit Publishing.

• The Arty Teacher. (November 29, 2020). What is Differentiation in Art? [Video]. YouTube. https://www.youtube.com/watch?v=q6fjGmtdcfs

• Wilder, S. (2014). Effects of parental involvement on academic achievement: A Meta-synthesis. Educational Review, 66(3). pp 377 – 397. https://ezproxy.gardner-webb.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=95833017&site=ehost-live