M5U3A1 - Differentiating Lesson Plans to Meet Student Needs

Differentiating Lesson Plans to Meet Student Needs

Differentiating lesson plans is a powerful tool for teachers to meet student needs. It ensures the achievement of lesson objectives and the engagement of students.

1. The Importance of Identifying Learning Profiles, Interests, and Levels of Readiness 

Research base emerges that not all children learn in the same way. In order to lead the whole class to a targeted objective, differentiation helps to engage students from who and where they are. The difference among students comes from their backgrounds and cultural links. As its result, students differ from three important ways, learning profiles, interests, and levels of readiness.

Lesson plans with a traditional model "one size fit all" are no longer exist. By identifying different learning profiles, interests, and levels of readiness, teachers see many ways not only to focus on the same key principles for students but also to pace and rate toward understanding of individuals. It forces teachers to shift their thinking from just completing the curriculum to use time and resources flexibly and creatively to assist student needs and to maximize the learning potential of each student in classrooms. Accommodating differences and sameness nourishes a learning environment in which all students can succeed and benefit.

Student interest can be a powerful motivator that teachers can take advantage of within a differentiated classroom. Planning activities and discussion which are built around students' concerns and life experiences allows the curriculum to become more meaningful to students. (Bosch, 2001; MacGillivray and Rueda, 2001; McBride, 2004; Tomlinson, 2000b, 2001a). Allowing student interests within the learning community ensures that even marginalized students find a place (Lawrence-Brown, 2004). Most students, even struggling learners, have aptitudes and passions, providing an opportunity within the classroom for them to explore and express these interests, mitigates against the sense of failure previously experienced by these students (Lawrence-Brown, 2004).

By identifying learning needs, teachers can help students to make productive choices about the ways in which they will learn best. It empowers teachers to prioritize tasks to enrich learning experience of specific students, IEP students can focus on mastering essential skills while advanced students may be challenged through independent tasks and projects.

Levels of Readiness are considered as the point of entry of each student. It requires extra supports , materials, and tasks for all learners with different levels. 

Generally, when teachers have in-depth understanding for how our students learn, there is a major impact on diagnosing student needs and planning effective supports. 

2. How to Learn about Students' Profiles, Interests, and Levels of Readiness 

There are two popular methods, external and internal data base collecting. 

Student surveys and learning profile cards are a typical way to collect data externally. At the start of the school year or semester, parents and students are invited to provide these details to administration and teachers. These are powerful messages for teachers to classify their students by learning profiles, interests, and levels of readiness.

Internal school data and previous teachers of students is more pragmatic and easier to access and obtain. Students' data from previous schools and grades should be shared to teachers who will teach them next grade. DRA, MAP, report cards, comments, and recommendations of previous teachers provide a better view about students. 

3. Why did I choose teaching strategies to meet students' needs

First of all, I want all students to succeed in the way they are like Picasso said, "every child is an artist." Visual Arts is a subject which requires and promotes creativity. Imagine how boring it is if we require students to be creative and not ourselves as teachers. Effective teaching is not only about what we are teaching but how we teach and how students are engaging. 

In order to differentiate content, I often use the most powerful tool, visual approach with video and powerpoint presentation with pauses for interaction.

However, for different learners, I will apply different processes and products. For some specific lessons, I began to use mobile devices provided by myself as the school is not equipped with assistive technology. For ADHD or tactile learners, I assign active roles like portfolio and material distributors and collectors. It helps to ensure movement in control and to eliminate potential distraction. Art critiques along the way is another way of formative assessment to ensure students on task and to identify skills for individuals.

However, my most favorite strategy is differentiating products. In each lesson, we set expected outcomes or criteria together with some choices for final artworks. For examples, in my Greek Vase unit, I allowed students to create Greek styled vase with contemporary designs of 21stc or their own inspiring stories. As its results, we produced a variety of vases and students were much engaged in creating designs more personal and meaningful which reflects their interests and backgrounds.

Learning environment and classroom climate are always important to me as an Art teacher. Physical setting with clear centers and labeled materials helps to minimize chaotic movement in transitions. Teacher-Student Relationship also contributes in learning atmospheres and solving potential conflicts.

In brief, the unit had enriched me daily in my work place. I can witness my growth in this career and more satisfied smiles on my students' faces. 

RESOURCES

http://www.edutopia.org/blog/differentiated-instruction-learner-interest-matters-john-mccarthy

http://www.edutopia.org/blog/learning-profiles-john-mccarthy

Differentiated instruction: A research basis - Pearl Subban

Monash University pearlsubban@iprimus.com.au