STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 | Page 12

Product
-how students
demonstrate what they
know, understand and
can do
• Smaller scale and
dimension or format • Larger scale and
complexity or format
• Simpler design or visual
concepts applied, or
pre-planned to a certain
extent, then complete
remaining steps • More details and
considerations
• Fewer steps, more time
spent on perfecting finish,
or re-doing steps • Exposure to wider range of
artistic processes
• More time allowed for
entire complex tasks
• Simpler artistic process,
or provision of readily
available examples for
reference
In providing choices for students’ learning, teachers can
include visual, auditory, and hands-on options as well as
analytical, creative, and practical learning choices. Stu-
dents will feel empowered and they can be more engaged
in the learning activity either alone or as a group.
Find out more:
Instructional strategies adopted by different teachers to
support all students in learning
http://singteach.nie.edu.sg/category/issues/issue38-sep-
oct2012/
Differentiating Teaching and Learning: The benefits and
the challenges
https://academyofsingaporeteachers.moe.edu.sg/docs/
librariesprovider2/resouces-docs/elis-research-digests-doc/
elis-research-digest-vol-5-issue-2.pdf
Moving Forward
Although managing a differentiated classroom is not always
easy, progress in this direction tends to make schools a
better fit for more students. It also makes teaching more
satisfying and invigorating. It is most important for us as
teachers to understand the need for differentiation and
adopt a responsive and growth mindset.
To enhance our professional practice in differentiating
instruction as we work towards reaching all students in
the art classroom, we would like to encourage teachers to
continue to improve and enhance their practice by:
1. Collaborating with colleagues in schools and across
schools in differentiating lessons for students in art
classrooms; and
2. Engaging in critical inquiry or collaborative inquiry to
deepen their own understanding.
If you have ways that you are already using differentiated
instruction in your art classroom, we would love to hear
from you! Please feel free to share via aedge Facebook
and STAR-Post with the rest in the fraternity.
References:
David S. Jackson (2000) The School Improvement Journey: Perspectives
on leadership, School Leadership & Management, 20:1, 61-78
Doubet, K.J. & Hockett, J.A. (2015). Differentiation in middle school and
high school: Strategies to engage all learners. Alexandria, VA: ASCD.
Singapore Ministry of Education. (2017). Singapore Teaching Practice.
Retrieved from https://opal.moe.edu.sg/stp/
Tomlinson, C. A. (2017). How to differentiate instruction in academically
diverse classrooms. Alexandria. VA: ASCD.
Tomlinson, C. A. & Murphy. M. (2015). Leading for differentiation
Growing Teachers who grow kids (3rd Edition). Alexandria, VA: ASCD.
Tomlinson, C. (2014). The differentiated classroom: Responding to
the needs of all learners (2nd Ed.). Alexandria, VA: Association for
Supervision and Curriculum Development.
Tomlinson, C. A, & Moon, T. R. (2013). Assessment and student success in
a differentiated classroom. Alexandria, Va: ASCD.
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