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Reaching All Artists through Differentiation

Reaching All Artists Through Differentiation

Courses / Reaching All Artists Through Differentiation

Differentiation is no longer a teaching strategy for the ambitious in education. Rather, it’s an expectation for everyone, including the art educator. There are so many ways to meet student needs through a variety of types of differentiation, and it can be fun! Your students will experience success in developmentally appropriate activities, which will increase their engagement in art.

During this course, you will learn to use the appropriate tools to maximize learning for all students: gifted learners, English language learners, special education students, struggling students while acknowledging their unique interests. An important component of this approach is to modify your lessons and assessments. You will conclude the course with a toolkit of applicable strategies for your classroom.

Participants in this class will need a digital or hard copy of the book Differentiated Instruction in Art Education by Heather Fountain (2014). This Davis Publication text can be purchased in hard copy format or digitally via the Davis website.

ISBN-10: 1615281215

3
Graduate Credits
135
Contact Hours Total
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All courses will now close at 11 PM Central time on the 27th of each month. Graduate Credits / PD Hours 3 Graduate Credits / 135 PD Hours
Price Non-Graduate Credit $597.00 / Graduate Credit $1047.00
Upcoming Course Run Dates
Oct 1 Nov 30
 
Mar 1 Apr 30
May 1 Jun 30
Only 8 days remaining to enroll in this course.
AOEU Course Code
SPED518
Morningside Course Code
EDUC500 AOE018
Course Code
AOE018

Course Outcomes

  • Manage the logistics of a differentiated art room, no matter how many students you serve.
  • Use the latest research and examples from around the country to refine your own hybrid art curriculum.
  • Motivate even the most reluctant students and get them excited about art.
  • Revamp your lessons and optimize them for all learners.
  • Conduct interest and strength inventories to use in the art room.
  • Draw from best practices in differentiation strategies.

Course Breakdown

Week 1
Why Differentiated Instruction?
  1. Build foundational knowledge of differentiation concepts and practices.
  2. Discuss findings and takeaways you can implement into your practice.
Week 2
Getting Started
  1. Learn about the teacher’s role in the differentiated classroom.
  2. Design a student pre-assessment or interest inventory.
Week 3
Developing Differentiated Curriculum
  1. Explore teaching strategies and instructional tools that can be used in a differentiated art classroom.
  2. Create a curricular matrix or action plan you will implement during your teaching practice.
Week 4
Choice Boards, Learning Menus, and Web Quests
  1. Craft a student choice board, learning menu, or WebQuest.
  2. Discuss findings and share perspectives with your instructor and peers.
Week 5
Adapting Existing Lessons
  1. Review and analyze differentiated lessons for elementary and secondary students.
  2. Modify an existing lesson, or create a brand new unit, incorporating differentiated strategies.
Week 6
Formative Assessment Through a Differentiated Lens
  1. Discuss the role of formative assessment in the differentiated classroom.
  2. Create your own formative assessment strategy or classroom tool.
Week 7
Differentiating for Learners
  1. Review and discuss strategies that best support English Language Learners in the art room.
  2. Discuss giftedness in the art classroom and which differentiation strategies can best support learners.
Week 8
Differentiation Toolkit
  1. Review materials focused on the arts and students with special needs.
  2. Create an adaptive art tool for students, modify an existing instructional tool, or update an assessment to better meet your students’ needs.
  3. Leave class with a comprehensive toolkit of lesson plans and organizational strategies.

How to Assess When Differentiating

A sample assignment from Week 6 of the class "Reaching All Artists Through Differentiation."

1. Research


Formative assessments provide meaningful feedback to teachers and students, informing adjustments in instructional practice. Share takeaways from the provided resources about differentiated instruction, as you cite specific examples from the readings.

2. Discussion


In what ways are you currently using formative assessments? If you are not using formative assessments, share two ways you plan on incorporating such practice.

3. Practical, Hands-On Application


Create formative assessment tools for your classroom, including a quick formative assessment and a written form. The two components can be designed to be used within the same unit, or different units, your choice!
Erin V.
"This is the best post-graduate course I have taken. I enjoyed how many tools I will be able to take directly into the classroom this fall. Having post graduate courses just for art educators was an answer to my teaching prayers."
Beth W.
"I truly feel more inspired and excited about teaching than I have in a long time, and it's because of this course. This class answered all my questions, was extremely relevant to my needs, and I have so many more resources and strategies at my disposal. My students will benefit from what I've learned in this course."
Katherine C.
"This course has been wonderful! So directly practical, I have new skills and knowledge that I can apply immediately. The instructor made a point to message me at the end of each unit which I appreciated. The peer feedback and sharing was exceptional and extremely useful. An amazing course - the best and most relevant PD!"

What do past course participants think?

Hundreds of art teachers have taken the course “Reaching All Artists Through Differentiation”. Here’s what they actually think — without cherry-picking.
(12 month rolling average from all post-course survey respondents – Updated 6/1/19)

83%

"THE COURSE CONTENT WAS RELEVANT AND UP-TO-DATE"

83%

"MY INSTRUCTOR PROVIDED VALUE-ADDED CONTRIBUTIONS TO ENHANCE DISCUSSIONS AND ENGAGE STUDENTS."

100%

"I ACHIEVED THE GOALS I SET AT THE BEGINNING OF THIS COURSE."

Let’s Get Started

If you know what you need, then go ahead and register.

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