Planning Differentiation in Lessons
I have learned that an effective way to plan a differentiated lesson in the art room is to think about what it is that I want my students to create, what the assessment of that lesson needs to be (Taylor, 2021) and then what ways do I need to teach and engage the students in their various learning needs. For this lesson, Josef Albers, Colors and Wavelengths, I wanted to enrich their learning about wavelengths in science, teach students how to use a ruler for measurement and drawing, to recognize tints and create them, understand how to create a conceptual design, and finalize it, and how to create a collage based on squares and the color theory of protrusion and recession. Based on these benchmarks, I can move forward in planning instructional strategies to ensure differentiation and assessment.
One instructional strategy I planned for differentiation is to teach the lesson in numerous formats, providing a solid learning foundation for all students. I prepared for student readiness by involving them in the presentation. I present bits of information, stop, and ask questions, such as, “What do designers do?” This leads to an inquiry-based discussion, builds engagement and interest in the overall lesson and final project. Using the presentation addresses various learning styles. Graphics engage visual learners, written and verbal instructions for the auditory learners, and a movement activity keeps the kinetic learners interested.
The presentation continues and serves as instruction for the project helping to keep the interest of the visual and auditory learners, and engagement up in general. To differentiate, I print out the presentation to provide written instruction for slower learners and faster learners, reading and writing learning styles and my visually impaired student. For students who need the comfort of a “follow along” lesson, I also duplicate the information by recreating it all live, over the document camera. By teaching multiple ways, students feel comfortable and accepted, they open their minds to learning (Bogatz, 2021).
Understanding the group based on prior knowledge of my students and giving them planned attention is a form of differentiation (The Arty Teacher). Once instruction is complete and students can work on their own, I first stop by those who I know from experience will need me to explain it one more time, one on one. The next students I will see are those with special needs, especially fine motor skills, and get them on the right trajectory.
Assessing a finished product is a summative way to see if all students understood the learning objectives. If they have been involved in active learning, made their own creative decisions, and used problem solving to complete the project (Silverstein, 2020), on top of implementing the specifics of the lesson, it shows in their projects. For ELL (English Language Learners) and special needs students, summative assessment happens at key places during project time such as checking their tint colors as they make them and assessing their designs before collaging. The expectation for good craftmanship and a thorough understanding of color theory is reduced for the special needs students. Gifted students are assessed at the conceptual design stage with a one-on-one consult in addition to the Thumbs Up/Down, and expectations for their final products will be that they have complex designs that include a more obvious use of protrusion and recession. Early finishers will be assessed during ruler work and measurement, during tints production, and during collage time to ensure proper skills building along the way. Also, an early finisher worksheet helps keep any students who have finished early busy with an aligned activity.
I use technology to create and instruct. Canva is used to create the lesson presentation and instructions, which are presented on a smart board or large monitor in front of the class. Using this in addition to a document camera on a separate board blends two technology styles into multiple instructional strategies. Since I wrote the lesson specifically for fourth grade alignment, the rest of the lesson is also geared for their age group. Assessing the students during the lesson also assesses my writing skills, and this is where I make any notes to make changes based on skill level. In this case of this lesson, students were able to complete it and they did it in style with beautiful projects to show for it.
Josef Albers, Colors and Wavelengths
Josef Albers Inspired Color Study GCU, COE Lesson Plan Template
References
Bogatz, T. & Hansen, U.J. (2021). The Future of smart with Ulla Joshi Hansen. [Audio podcast]
N.A. (July 31, 2021). What is differentiation in art? The Arty Teacher. https://theartyteacher.com/what-is-differentiation-in-art/
Silverstein, L.B. (2020). Arts integration and differentiated instruction. The Kennedy Center. https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/collections/arts-integration-resources/arts-integration-and-differentiated-instruction/
Taylor, J. (2021). 4 Ways to differentiate in the art classroom. The Art of Education university. https://theartofeducation.edu/2021/04/16/4-ways-to-differentiate-in-the-art-classroom/