Provisions for Exceptional Learners
'You cannot put the same shoe on every foot.' — Publilius Syrus
Below are some of the actual provisions I made to either my classroom or lesson structure, in order to accommodate my differentiated
classroom scenarios:
1. “Arrange art areas that encourage creative freedom”
I have had students in the past who prefers to stand than sit during their art creation. These same students have had a harder time sitting still, I know that they wants to create, but have some difficulties sitting still for long periods of time. I would ensure that my art studio classes would be equipped with stools to accommodate this and allow for all the student to make art without feeling confined to a chair. Students have the option to move stools underneath tables and stand at their place instead. I'd remind the students that they do not need to sit down always to create art, and that sometimes, standing can be beneficial when working with certain mediums (i.e, Mosaics, Clay). When we give this reminder, it is remarkable to see how many other students stand at their places. Art making is best in the least restrictive environment. Students become more focused on their art making as well, when they are not feeling restricted.
2. “Role modeling peer-to-peer”
If it becomes clear, that a certain number of pupils are having slight difficulties manipulating the medium (in one case: mosaic tiles) to form their desired patterns patterns/imagery, I will have the students who are more comfortable with the medium, coach the students who were having difficulties. They will demonstrate their mosaic cutting and shaping up close and slowly in front of students who were having difficulties. This will give the students who need the attention, the extra help/demo up-close and it will give the students who are more comfortable with the medium, the chance to take on a leadership role and help instruct the lesson. It can be equally beneficial to learn something from your peers, especially when they are willing to share their knowledge and expertise. It forms a spirit of collaboration and teamwork that mimics the real world workplace.
3. “Extra Time”
As the lunch times are scattered at some of the schools I've worked in between divisions, I can possible open up the art room sometimes at lunch, to accommodate a few students who need to work after their lunch. This of course, can only occur if students have consulted with me prior and they are continuing on a part of their art making that is student-centered or research-based. They must also know the safety protocol attached to a given tool/material. If this practice of opening up the Art Room randomly for some lunch periods isn't considered kosher with the school, I will then propose a formal Art Club at lunch to allow the students to attend on a weekly or bi-weekly basis.
4. "Handouts and Accompanying Slideshows + slide printouts to support lectures"
Let's face it, not all students learn the same way during my more formal formal talk-style teaching. I try to include eye-catching visuals with my presentations of any new materials projected on Smartboards to accompany all lectures, as well as I hand out relevant glossary, vocabulary, and resources on handouts. At times, I even include printouts of my slideshows that force the students to pay attention and fill-out the information/missing words as they appear in my discussion. The students then have visuals and the information to keep in their folders and use it as study guides for future quizzes.
*“For the exceptional/accelerated learner”
The accelerated learners in the class may assume the role of a peer mentor/coach to the other students (as mentioned above) and be paired off with a student who could could benefit from their mentorship.
Other practices that I put in place for specific Unit Plans during my Practicums:
(High School) Mosaic Project: Students can take their finalized mixed media mosaic selfie-inspired portrait and re-snap cell phone/ipad photograph of their work and add text to their digital picture, directly on their phone, using their choice of cell phone App. In keeping with the Unit Plan’s Guiding Question: “Is a picture still worth a thousand words?” They can attempt to think of one word (besides their name) that they are inspired to include with their selfie mosaic, inspired by their choices of colors, mosaics, and personal items and souvenirs. They can then opt to create a digital meme photograph with that one word over top of the photographed image of their final mixed media mosaic, and add the art image to their instagram account, or other shared photograph library.
(Elementary) Bird Nest Collage Signs: Students can try to create a Sample Paper Texture Poster, that I can use for Future Lessons or in the classroom, that highlights many different examples of paper manipulation techniques. This will challenge the student to stretch her thinking to develop more ideas as well as gain the satisfaction to know that her sample will be used by the teacher in the art room for future activities.
'You cannot put the same shoe on every foot.' — Publilius Syrus
Below are some of the actual provisions I made to either my classroom or lesson structure, in order to accommodate my differentiated
classroom scenarios:
1. “Arrange art areas that encourage creative freedom”
I have had students in the past who prefers to stand than sit during their art creation. These same students have had a harder time sitting still, I know that they wants to create, but have some difficulties sitting still for long periods of time. I would ensure that my art studio classes would be equipped with stools to accommodate this and allow for all the student to make art without feeling confined to a chair. Students have the option to move stools underneath tables and stand at their place instead. I'd remind the students that they do not need to sit down always to create art, and that sometimes, standing can be beneficial when working with certain mediums (i.e, Mosaics, Clay). When we give this reminder, it is remarkable to see how many other students stand at their places. Art making is best in the least restrictive environment. Students become more focused on their art making as well, when they are not feeling restricted.
2. “Role modeling peer-to-peer”
If it becomes clear, that a certain number of pupils are having slight difficulties manipulating the medium (in one case: mosaic tiles) to form their desired patterns patterns/imagery, I will have the students who are more comfortable with the medium, coach the students who were having difficulties. They will demonstrate their mosaic cutting and shaping up close and slowly in front of students who were having difficulties. This will give the students who need the attention, the extra help/demo up-close and it will give the students who are more comfortable with the medium, the chance to take on a leadership role and help instruct the lesson. It can be equally beneficial to learn something from your peers, especially when they are willing to share their knowledge and expertise. It forms a spirit of collaboration and teamwork that mimics the real world workplace.
3. “Extra Time”
As the lunch times are scattered at some of the schools I've worked in between divisions, I can possible open up the art room sometimes at lunch, to accommodate a few students who need to work after their lunch. This of course, can only occur if students have consulted with me prior and they are continuing on a part of their art making that is student-centered or research-based. They must also know the safety protocol attached to a given tool/material. If this practice of opening up the Art Room randomly for some lunch periods isn't considered kosher with the school, I will then propose a formal Art Club at lunch to allow the students to attend on a weekly or bi-weekly basis.
4. "Handouts and Accompanying Slideshows + slide printouts to support lectures"
Let's face it, not all students learn the same way during my more formal formal talk-style teaching. I try to include eye-catching visuals with my presentations of any new materials projected on Smartboards to accompany all lectures, as well as I hand out relevant glossary, vocabulary, and resources on handouts. At times, I even include printouts of my slideshows that force the students to pay attention and fill-out the information/missing words as they appear in my discussion. The students then have visuals and the information to keep in their folders and use it as study guides for future quizzes.
*“For the exceptional/accelerated learner”
The accelerated learners in the class may assume the role of a peer mentor/coach to the other students (as mentioned above) and be paired off with a student who could could benefit from their mentorship.
Other practices that I put in place for specific Unit Plans during my Practicums:
(High School) Mosaic Project: Students can take their finalized mixed media mosaic selfie-inspired portrait and re-snap cell phone/ipad photograph of their work and add text to their digital picture, directly on their phone, using their choice of cell phone App. In keeping with the Unit Plan’s Guiding Question: “Is a picture still worth a thousand words?” They can attempt to think of one word (besides their name) that they are inspired to include with their selfie mosaic, inspired by their choices of colors, mosaics, and personal items and souvenirs. They can then opt to create a digital meme photograph with that one word over top of the photographed image of their final mixed media mosaic, and add the art image to their instagram account, or other shared photograph library.
(Elementary) Bird Nest Collage Signs: Students can try to create a Sample Paper Texture Poster, that I can use for Future Lessons or in the classroom, that highlights many different examples of paper manipulation techniques. This will challenge the student to stretch her thinking to develop more ideas as well as gain the satisfaction to know that her sample will be used by the teacher in the art room for future activities.