1. Applied Differentiated Art Instruction Plan Elizabeth Wolkonsky Wheeler EDU 605 Post University Professor Susan Shaw

2. Overview of Plan for Educational Context Reach varied age groups of students with diverse learning abilities through differentiated instructing of art. Create choices in activities that meet the major learning styles of students: - Auditory, visual, and kinesthetic learners Differentiate instructing by content, process and product Prepare art lessons that both challenge and meet different levels of readiness in students

3. Rationale for Differentiated Instruction Today’s classroom is made up of students who are academically diverse learners with: - Different levels of Interests - Range of Learning profiles - Degrees of readiness - Diverse cultural influences - Varied Language skills

4. Pre-Learning Activity in Art Creating an effective way to engage students in a new learning experience about The Color Theory Key concepts introduced to students to check for understanding: Primary colors: - List the three primary colors Secondary colors: - Identify mixtures of primary colors that produce three secondary colors. - Name the three secondary colors

5. Differentiated Approaches to Learning Color Theory Research the techniques used by Old Masters to create colored paints for paintings, like the Mona Lisa Taking manufactured color inks out of markers, mix different proportions of the inks to create multiple colors to match hues in the color wheel. Identify the variations of colors used in computer software versus offset printing: RGB versus CMYK. Record your findings. Cut swatches of colored printed pages out of a fashion magazine and create a color wheel ranging from warm to cool colors. Collect plants with strong pigments like red beets, create your own colors from nature for your color wheel. Identify which plants gave off more pigment.

6. During-Learning (Interactive) Activity Students are given choices to create a product that depicts the color wheel The content does not vary only the approaches to creating a color wheel has varying solutions Formative assessment takes place during this process to check for understanding Success in the application of students’ acquired knowledge in lesson is evident in their product

7. Content, Process, and Product Differentiated Content S tudents process what is taught in different ways, so when the content is presented with various approaches to aid different modes of learning, the content is comprehended with clarity. Differentiated Process How teaching is presented and the methods used by the teacher to enhance the learning experience through consideration of students’ different learning styles Differentiated Product The results of a teachers’ expectations demonstrated through the creation of a product, reflecting the content was learned and the newly acquired knowledge applied to the creation of product. LearningLinks, (2015)

8. Strategies for Differentiated Instruction Testing students at the outset of the year with multi- Intelligence tests to identify learning styles Reviewing students records from previous years to identify learning challenges Set up learning stations that cater to the different modes of learning Provide choices in the assignments Vary approaches that add rigor and challenge while meeting their level of readiness (Tomlinson, 2010).

9. Future Goals Following the experts on Twitter and related websites will enable me to keep abreast of updates to differentiated instructing. Twitter: Carol Tomlinson https://twitter.com/cat3yhttps://twitter.com/cat3y Jay McTighe jaymctighe.comjaymctighe.com ASCD: https://twitter.com/ASCDhttps://twitter.com/ASCD LinkedIn: https://www.linkedin.com/pub/carol-tomlinson/16/b87/19b Blogs: http://www.edutopia.org/blogs/tag/differentiated-instruction http://blog.remind.com/6-steps-to-differentiated-instruction/

10. Summary I am challenged with the task of implementing differentiation in my students’ learning environment to meet their learning styles, to provide a motivating approach to my lessons, engage them in interesting activities, and develop self expression through the choices they make in the creation of their art projects (Bush, 2007). By providing differentiated lessons, my students will be able to comprehend, process and implement what they have learned more successfully in the lessons taught by my varying my approaches and providing teaching that meets the learning styles of my students.

11. References Bush, M. (2007). Differentiated Educational Strategies in the Elementary Art Classroom. Virginia Commonwealth University. Retrieved from http://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=1980 &context=etd LearningLinks, (2015). Thinking about DI: content, process, and product. Maryland University. Learning Links. Retrieved from http://marylandlearninglinks.org/2015 Tomlinson, C. & Imbeau, M. (2010). Part 1: Leading a differentiated classroom. Leading and Managing a Differentiated Classroom. Alexandria, VA: ASCD