Teacher Tips
Differentiated Instruction
By Jackie Ellett
Art Teacher and Gifted Education Teacher
Duncan Creek Elementary
Gwinnett County School System
Hoschton, Georgia
Think about the classes you teach. More than likely you see several classes in a day, each made up of very diverse personalities, abilities, and learning styles. No two children are alike, nor do they learn in the same way. With differentiated instruction, the teacher takes into consideration different ways to reach and teach each student. The goal is to maximize the growth and success of each student by meeting where he or she is, and supporting the learning process. This is simply good teaching, and is often referred to as "best practices."
Assessment must be an ongoing part of teaching and learning for differentiation to be effective. Pre-assessment is essential to determine what each student knows and what he or she can do. Your pre-assessment will be based on your lesson/unit objectives and the make-up of your class. It can be formal or informal depending on your students' abilities. Handwritten tests, questioning through whole class or small group discussion, talking to students individually, or assigning a mini-project are all forms of pre-assessment. Keep in mind that handwritten tests consisting of short answer, multiple-choice, and true/false questions using both written words and visual images reach a more diverse group of learners than an essay test.
We see a lot of students in the art room, often hundreds per week, and meeting times vary between one to five times per week. Considering differentiated instruction can be overwhelming. However, it is something you are probably doing already every day. Think about the child who struggles because of physical or mental impairment; you probably make adjustments to the lesson for that child. This is a form of differentiated instruction—meeting children at the point where they are and helping them learn as best as they can.
Ask yourself the following questions to help guide your lessons for successful differentiated instruction:
- What do I want my students to know and/or do?
- What do my students already know and/or do?
- What can I do for my students so that they can progress and extend their learning?
Working with Students with Autism in the Art Room
By Rahila Weed, Ph.D
Assistant Professor of Art Education
University of Central Missouri
Warrensburg, MO
Autism and other Autistic Spectrum Disorders (ASDs) are characterized by rigidity of thinking, lack of emotional affect, and sensory processing disorders. These characteristics present special issues in the art classroom. Consider these strategies:
- Provide structure. Students with autism are very concerned with order and rules. The more structure and consistency you provide in the classroom, the less frustrating the environment will be for the autistic student. Post written rules in the classroom. Follow a predictable order, verbalize your procedures and expectations clearly each day, and write them out in words and/or pictures for the student to reference.
- Allow for personal space. Because of heightened sensitivity, touch is often uncomfortable to students with autism. Be aware of personal boundaries and refrain from using physical touch with the students. Provide alternatives to clay, chalk, or papier-mâché if these materials pose textural problems.
- Gently encourage participation. The student with autism may need redirection. It can often help to get down to the student's eye level and direct them to look at you, so that you can make eye contact.
- Provide a safe place. Inform the student that if they begin to feel stressed or uncomfortable, they can go to a specified safe place to unwind. This can prevent the student from becoming overwhelmed and allow them some control over their environment.
Above all, understand that each child has a unique set of strengths and weaknesses. Communication is key; develop a good relationship with special education teachers, paraprofessionals, and parents, so that you can work together to instruct the child with autism.