Differentiated Instruction for Teaching Artists

Differentiated Instruction
for Teaching Artists

with
Harlan Brownlee
www.ArtsInEducation.net

www.ArtsInEducation.net © S. Harlan Brownlee, All Rights Reserved 2012

Objectives for this Seminar

• Introduction to the concept of
• Provide examples and resources for
• Provide time for participants to brainstorm
potential application and
• Changes to their current teaching practice
and lesson design

www.ArtsInEducation.net © S. Harlan Brownlee, All Rights Reserved 2012 2

Our Agenda for today

• Presentation on basic concepts of
• Short Break – Room change
• Continuation of presentation on basic
concepts of Differentiated Instruction
• Reflection Questions
• Time to brainstorm with peers
• Reflections Questions


How and Why would a Teaching Artist
want to use Differentiated Instruction

• Edu-talk
– Another way in with teachers
– Tool of value & benefit for teachers &
schools
• Much of what we already do in the Arts
is Differentiated Instruction
– So only minor changes are necessary for
us to adapt and use these techniques with
our students

What is Differentiated
Instruction?

One way to think about differentiation
– Differentiation is classroom practice
that recognizes the reality that
students differ
– and the most effective teachers do
whatever it takes to hook the whole
range of kids on learning


The thirds rule

When a teacher tries to teach something
to the entire class at the same time:
– Chances are
• One-third of the students already know it
• One-third of the students will get it
• One-third of students will not get it
– So two-thirds of the students are
not in an optimal place for learning


The Role of the Teacher

• Getting Students in the Zone
– Too Easy
• I get it right away…
• I already know how...
– Too Hard
• I do not where to start…
• I can not figure it out...
– On Target
• I know some things…
• I have to think or work at this….


Strands of Differentiation

– Teachers can differentiate by
• Content
• Process
• Product
– Or according to student’s
• Readiness
• Interest
• Learning style


A Visual Model of
Differentiation

Teachers can According to the
differentiate by... student’s...

CONTENT READINESS

PROCESS INTEREST

PRODUCT LEARNING
STYLE


The How To’s of planning lessons by
Student Readiness

• Foundational to Transformational
– Moving from rote understanding to application to prediction
• Concrete to Abstract
– Moving from key information to layered understanding and
use of metaphor and analogy
• Simple to Complex
– Big picture to filling in with detail
• Structured to Open-Ended
– Moving from tasks that are broken down in predetermined
format to ones requiring less structure and more creativity
• Dependent to Independent
– Moving from teacher generated options to student generated
options
• Giving students varying degrees of choice


Student Interest

• Provide room for exploration within the
curriculum to be taught
– Giving students some freedom for exploration while
also covering required curriculum content
• Interest mapping- What do you want to learn about….?
• Provide structure that leads to student success
– Setting goals, timelines, & milestones
• Have students share their interests
– Student presentations in groups or by individual
• Create an open inviation for student interests
– Welcome student ideas and let them know you want
to know what they are interested in


Student Learning Profile

• Intelligence Preferences
– Remember that some, but not all, of your students
share your learning preference
• Culture-Influenced Preferences
– Belief structures and values influence how we prefer
to learn or what we value in the learning experience
• Gender-Based Preferences
– Be aware of assumptions that we make about
gender differences
• Combined Preferences
– Help students identify their own preferences


Teachers can differentiate by...
Content

• Concept-Based Teaching
– Emphasize key ideas – not minutia
– Stress how this information is relevant to the
students
• Why do you need to know or be able to do this
• Curriculum Compacting
– Three step process
• Ask students what do you know or can do for a
particular curriculum concept
• How can you learn what you do not know or can not
do for that particular curriculum concept?
• What do you want to learn with your free or
unstructured time?


Process

• Students make or do something as a
tiered activity
– In a range of modes at varied degrees of
sophistication in varying time spans
– with varied amounts of teacher or peer
support
– Using essential skills and essential
information


Process (continued)

• Readiness
– Matching the complexity of a task to a
students current level of understanding and
skill
• Interest
– Giving students choices about facets of a
topic in which they have a personal interest
• Learning Profile
– Encouraging students to learn in the way
that they learn best


Product

• Serves as demonstration of what a student has
learned and can do
• Ask students to create products that synthesize
multiple sources of information
• Be sure to communicate clear guidelines or
criteria for what is considered high quality work
• Be sure to share products with other students,
school personnel, parents, & community
members


Creating Learning Profiles

• Developing surveys and pre-assessments
– How do you learn?
– What do you want to learn?
– What do you know?
• Surveys can be highly structured or more
open ended
– Rate an activity on your level of interest
– Tell me what you are excited to learn about


Range of Activities

• Whole-Class Activities
– Pre-assessment readiness/interest
– Introduction of concepts
– Planning
– Sharing
– Reflection
• Small Group Activities (2-4 students)
– Sense-making (making meaning)
– Teaching Skills
– Practice & applying skills - rehearsal
– Planning
– Investigation


Instructional Strategy -
Flexible Grouping

• Students are part of different groups
& work alone
• Students are grouped by interest,
readiness, or learning profile
• Sometimes teachers select groups or
sometimes students select groups


Instructional Strategy -
Flexible Grouping

• Allows students to take on different
roles depending on the grouping
• Be sure students work with similar
and dissimilar peers
• Be sure that there are clear
guidelines for group functioning


Checklist for Group Work

• Students understand the task goals
• Students know what’s expected of
individuals to make the group work
well
• Most students should find the task
interesting and meaningful



• The task is likely to be demanding of
the group and it members
• The task requires genuine
collaboration to achieve shared
understanding



• Time lines are brisk, but not rigid
• Individuals are accountable for their own
understanding of all facets of the task
• There is a “way out” for students who are
not succeeding with the group
• Students understand what to do next
after they complete their work at a high
level of quality


Tiered Lesson

• Varied levels of activities for exploration of
essential ideas
– Use a variety of resource materials at differing levels
of complexity and associated with different leaning
modalities
• Choice: a great motivator
• Allows students to begin learning from where they are
• Monitor student progress and
– adjust complexity, abstractness, number of steps,
concreteness, and independence to ensure an
appropriate challenge


Ongoing Assessment

• Observation
• Asking questions
• Student demonstration or product
• Teacher or student checklists and/or
rubrics


Strategies for Managing a

• Have a clear rationale of why and
how you are differentiating
• Begin differentiating at a pace that is
comfortable to you
• Use an “anchor activity” to free you
up to focus your attention on your
students


Strategies for Managing a

• Create and deliver instructions
clearly
• Have a system for assigning
students to various groups
• Have a plan for quick finishers
• Have a plan for students who do
not finish


Reflection

• Three things you learned
• Two things you will consider using
or changing in your workshop /
performance / classroom
• One question you still have


Differentiated Instruction for Teaching Artists

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