Exploration of Differentiation 

When I first started teaching, my professional development days were filled with courses on Differentiation. At first I had a really hard time grasping the technique,  it was shown only in general education as an example. I felt lost in how to incorporate lessons for each student’s needs in a setting where I had 600 students. I had a grasp of my students individually, their needs and likes. However I had a bad format of delegating the lessons for the classes/Individual grade level. As I have grown as an educator I have gathered more tools in my box to explore options for differentiation. Which would work not only for the individual students needs but a class that is mixed with English Language Learners and Nuerodivergent students.  Differentiating the lessons can look as simple as making assessments for skill at the beginning of the year to adapt the lessons based on the needs for the students that might not understand or need further instruction. 

“Differentiation in the art room comes more naturally as we celebrate each students’ individual artistic voice and self-expression.” (Taylor, J. 2021)

I believe in knowing each class and each student when planning for your lessons. Every part of your lesson is important to how you can make learning a safe space. I do find it challenging sometimes when you 

have some students who come in halfway through the period or are taken out frequently for resource room. I found that when you know your student specifically it helps with creating goals and objectives that can tailor to their needs. For example, one student in first grade might have not “mastered” the art of using a scissor. I can differentiate the objective to cut multiple sized circles to make a snowman. 

Changing the goal of the lesson to cutting a circle with hand over hand instruction or mirror instruction.They would be learning to use the scissors the correct way so they can individually cut the next project. The process of creating the snowman was much more important of a goal and skill to learn. In the stages of the process the learner can build the confidence to create and use their imagination with the materials independently. As well as develop major motor skills that will be used in any classroom setting. 

Collaboration with the classroom teacher is a great way to get to know the students and make assessments for what lessons work. Or how a student’s day has been going. It helps to expand on the needs of the learners in regards to social and emotional exploration. 

The classroom teachers know their students the best. Collaboration is key to knowing your students. Especially as a specialty teacher. 

As an educator I hope to bloom the use of imagination. Cultivate curiosity in and out of my classroom. Using the lessons I introduce as a strong foundation for exploration. Having introduced the skills as a vehicle for the road of creating and exploring who they are as individuals. As well as push students to try and be the best they can be. In my classroom I would like to generate and inspire confidence.  By introducing my students to new skills and art techniques that can help them to create whatever they put their mind to.  While also feeling comfortable to express themselves in any way they see fit. 

Works Cited

Taylor, J. (2021, April 16). 4 Ways to Differentiate in the Art Classroom. The Art of Education University. https://theartofeducation.edu/2021/04/4-ways-to-differentiate-in-the-art-classroom/