STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 - Page 14

Diagnose While Teaching Choice-Based Learning and Differentiated Instruction in Art Lisa Lok Subject Head (Visual Arts) Crest Secondary School In my recent Sec 3 NT Art Elective lesson module, the first drawing activity re- vealed that I had two groups of students -- one that made schematic drawings and the other, a group that drew in a realistic style. I knew that in such a class, those who could draw well would naturally excel in the drawing module whilst those who could not, would simply feel demoralised and bored for the rest of the module. In order to have a fruitful teaching and learning experience for the students and myself, I had to change my teaching approach. I had to be open-minded and make adaptations to my lesson plans. According to Carol Ann Tomlinson (2017): “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.” A ctively engaged learners bring joy to teachers. Lesson design is key and when lessons are delivered right, both teachers and students gain tremendous satisfaction in the learning process. I am sure all educators believe that every student is a unique individual who is capable of learning and excelling. That being our belief, teachers may consider adopting Differentiated Instruction to cater to the wide spectra of learning needs in our classroom. Drawing outcomes from the first lesson: Schematic drawing vs realistic drawing 14 15