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Differentiation in Art and Design

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Laura Oswald

on 10 March 2013

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Transcript of Differentiation in Art and Design

What kinds of learners do we have?

Identifying our learners ofsted In the Handbook for the Inspection of Schools published by OFSTED, differentiation is defined as "The matching of work to the differing capabilities of individuals or groups of pupils in order to extend their learning."

Whether a class is setted or mixed ability, it will have a range of different abilities. In their published reports OFSTED have made it clear that differentiation involves recognising the variety of individual needs within a class, planning to meet those needs, providing appropriate delivery and evaluating the effectiveness of the activities in order to maximise the achievements of individual students. Before we differentiate consider this...
what do the pupils know?
What will they be able to do?
Who are our pupils? Activity One Activity Two Enlarge a drawing

You will need a piece of tracing paper, a piece of plain paper a ruler, pencil and picture to work from. Presented by Laura Oswald Differentiation in Art & Design
The pupils study different materials within the same topic area but do the same activities.

For example some pupils are given pencils and some pens. Or when exploring typography less able pupils can cut letters from magazines to recreate their name, mainstream pupils work from examples of text and more able draw their own fonts.

The pupils study the same content but do different activities.

For example all pupils will produce an observational drawing of a still life but some pupils will look at one or two objects, others will look at the whole group.
Mainstream children who are drawing a simple plant, more able draw a plant with complicated flowers/leaf patterns, SEN children 'draw these leaves'.
The pupils study different materials within the same topic area and also do different activities. Teachers help pupils to select appropriate materials.

For example at KS4 where pupils exercise independence and personalise their studies.

Not just TA's but also how much/little/kind of support you offer.
The pupils study the same materials and do the same activities. Extension work is given to the most able after they have finished the basic activities.

For example when a pupil has finished an artist study they can take a viewfinder section and enlarge an area of the artists work; or perhaps they could develop design ideas into additional colourways.
The pupils are set open-ended projects that can be interpreted at different levels.

For example at KS4 when pupils are given the same theme or topic but are encouraged to research their own artist and work in the style of their chosen artist.

The pupils work in mixed ability groups. Pupils help each other by working together and interpreting the tasks at different levels.

The pupils are given the same information and activities. The activities become progressively more difficult. The pupils work through the activities at different rates and therefore only the more able do the more difficult tasks. What will we be doing today? SEN G&T Bright but Lazy Slippery and evasive ‘Worker Bee’ pupils (those who try and try, but just can’t get it!) ‘Given up and don’t care’ pupils BOYS GIRLS Underachievers who don’t have ‘the fear’ (won't know what's hit them when they leave school!) Conscientious and ready for the next task Activity Three Artist study

You will need a viewfinder, resource sheet and colour materials. Break down the tasks Engage from the start Be prepared to extend their learning Be prepared to simplify the task
Challenge ALL pupils ALWAYS Expect the best BE PASSIONATE Differentiation by Tasks Differentiation by Negotiation Differentiation by Extension Differentiation by Group Work Differentiation by Response Differentiation by Support Differentiation by Content Differentiation by Gradation Thank you A professional and responsive mindset Think about how do we evidence the impact? Create a positive environment for success and challenge Decide how you will deliver these techniques by exploring subject specific activities Identify techniques that address these needs Decide what strategy will work for our learners Thinking of their needs How will you differentiate content, process and product in your classroom? Not to mention their learning styles! Auditory Visual Tactile Kinesthetic "One thing they focused on was differentiation. I deployed support staff carefully, actually using our technician to support a pupil one to one. This went down well. The 'good' lesson was focusing on sketchbook development and how the work feeds into larger scale studies - I think they like to see the process and how one thing relates to another and more importantly that pupils understand this.

Literacy was also considered. Have you got lots of signage and table resources that are differentiated? Definitions of words/terms used during the lesson - even if its just revisiting techniques/artists and descriptions that have been used in lessons recently. Also pupil friendly level descriptors/grade descriptors." Art Teacher observed by OFSTED 2012 source TES @swanmoreart what is differentiation? Content of curriculum
information content can be organised or delivered differently advanced students need to be taught at faster pace with less repetition and possibly a different starting point. AND PRODUCT PROCESS CONTENT, Activities through which students make sense of key ideas using essential skills. activity choice boards
similar/mixed readiness groups
tiered activity All students will participate in meaningful, respectful work at their readiness level Product is how students demonstrate what they understand and can do. What students produce NOT a summation of content. Differentiate by learner profile and interest. Should involve higher level reasoning: analysing, evaluating and creating All students require individualised and specific expectations A real audience Realistic feedback change/reshape the classroom identify specific needs, interests or learning styles. identify summative/formative assessment Tonal ladder

You will need a 2B pencil, a ruler and you paper. OUTCOME TASK RESOURCES SUPPORT Writing or drawing frames, extra printed information. For example differentiated worksheets, instructions, guides, extension activities for early finishers etc Differentiation by resources . Leave a gap at the bottom of the page and measure your boxes so they are equal. 3.5cm x 3.5cm PRAISE
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