Embracing Different Learners and Teaching Methods
I believe it is important to share ideas and to collaborate on projects. I have my 2013-2014 chart I use to track my data for differentiation, technology use, implementation of other curriculum, and much more. Updates will be made as the year progresses.
I believe it is important to share ideas and to collaborate on projects. I have my 2013-2014 chart I use to track my data for differentiation, technology use, implementation of other curriculum, and much more. Updates will be made as the year progresses.
Students in the art room get differentiated instruction on a daily basis. Mrs. Dahlman gives group and one on one instruction and uses students as peer tutors as a component of development and instruction. Students are given examples, have step-by-step short demonstration videos that loop in the background to be a continual help on difficult projects, or for students who need to see the basics a few more times before understanding the main concepts.
Projects are presented in different levels. Many projects have three options students can choose from. They can choose to take a basic, medium, or challenge level approach to each of the projects. For example, in a lesson where students were learning how to draw fish, students could choose a template, and outline the whole thing, choose half of a template and draw the other half on their own, or draw the entire fish on their own.
Many times advanced students finish projects early. In this case, Mrs. Dahlman usually has a stack of go to projects geared toward higher grade levels nearby. Students can choose which project they would like to work on in order to advance their skills. Some projects are more challenging, and students need a little extra help, I’ll give extra supports, and have peers help students out, Mrs. Dahlman may shorten the assignment, make the paper smaller, or have the student do the project a different way. For example, students may make a portrait with color crayons, paints, markers etc. Students don’t always have the same exact thing going on at once.
A big concept in the art room is problem solving. Students can be given open -ended projects, in which the entire lesson is differentiated and geared to the specific student. Mrs. Dahlman may give a challenge, like create an animal out of leaves, or make an ordinary object into a house. Students can now use their own background and their skill level to develop the new concepts at their own level and pace, developing self confidence in their work, and increased self esteem, which motivates students to try harder and keep growing and learning. The differentiated instruction also decreases poor behavior, because students feel successful, not bored, and challenged to learn, just at the right level.
Projects are presented in different levels. Many projects have three options students can choose from. They can choose to take a basic, medium, or challenge level approach to each of the projects. For example, in a lesson where students were learning how to draw fish, students could choose a template, and outline the whole thing, choose half of a template and draw the other half on their own, or draw the entire fish on their own.
Many times advanced students finish projects early. In this case, Mrs. Dahlman usually has a stack of go to projects geared toward higher grade levels nearby. Students can choose which project they would like to work on in order to advance their skills. Some projects are more challenging, and students need a little extra help, I’ll give extra supports, and have peers help students out, Mrs. Dahlman may shorten the assignment, make the paper smaller, or have the student do the project a different way. For example, students may make a portrait with color crayons, paints, markers etc. Students don’t always have the same exact thing going on at once.
A big concept in the art room is problem solving. Students can be given open -ended projects, in which the entire lesson is differentiated and geared to the specific student. Mrs. Dahlman may give a challenge, like create an animal out of leaves, or make an ordinary object into a house. Students can now use their own background and their skill level to develop the new concepts at their own level and pace, developing self confidence in their work, and increased self esteem, which motivates students to try harder and keep growing and learning. The differentiated instruction also decreases poor behavior, because students feel successful, not bored, and challenged to learn, just at the right level.
Differentiated instruction: Use Apple TV to provide multiple examples or images for students to use as reference, improving drawing and interest. High School Students all work on different projects at the same time. Early elementary kids get additional help from adult and teacher helpers. Students use iPads to watch teacher made demos to complete projects at their own pace or level. Students use iPads to draw from life using the live camera or from saved photographs.