STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 - Page 12

Product -how students demonstrate what they know, understand and can do • Smaller scale and dimension or format • Larger scale and complexity or format • Simpler design or visual concepts applied, or pre-planned to a certain extent, then complete remaining steps • More details and considerations • Fewer steps, more time spent on perfecting finish, or re-doing steps • Exposure to wider range of artistic processes • More time allowed for entire complex tasks • Simpler artistic process, or provision of readily available examples for reference In providing choices for students’ learning, teachers can include visual, auditory, and hands-on options as well as analytical, creative, and practical learning choices. Stu- dents will feel empowered and they can be more engaged in the learning activity either alone or as a group. Find out more: Instructional strategies adopted by different teachers to support all students in learning oct2012/ Differentiating Teaching and Learning: The benefits and the challenges librariesprovider2/resouces-docs/elis-research-digests-doc/ elis-research-digest-vol-5-issue-2.pdf Moving Forward Although managing a differentiated classroom is not always easy, progress in this direction tends to make schools a better fit for more students. It also makes teaching more satisfying and invigorating. It is most important for us as teachers to understand the need for differentiation and adopt a responsive and growth mindset. To enhance our professional practice in differentiating instruction as we work towards reaching all students in the art classroom, we would like to encourage teachers to continue to improve and enhance their practice by: 1. Collaborating with colleagues in schools and across schools in differentiating lessons for students in art classrooms; and 2. Engaging in critical inquiry or collaborative inquiry to deepen their own understanding. If you have ways that you are already using differentiated instruction in your art classroom, we would love to hear from you! Please feel free to share via aedge Facebook and STAR-Post with the rest in the fraternity. References: David S. Jackson (2000) The School Improvement Journey: Perspectives on leadership, School Leadership & Management, 20:1, 61-78 Doubet, K.J. & Hockett, J.A. (2015). Differentiation in middle school and high school: Strategies to engage all learners. Alexandria, VA: ASCD. Singapore Ministry of Education. (2017). Singapore Teaching Practice. Retrieved from Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Alexandria. VA: ASCD. Tomlinson, C. A. & Murphy. M. (2015). Leading for differentiation Growing Teachers who grow kids (3rd Edition). Alexandria, VA: ASCD. Tomlinson, C. (2014). The differentiated classroom: Responding to the needs of all learners (2nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A, & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. Alexandria, Va: ASCD. 12 13