Sarah Cress, graduate teaching assistant, facilitates students' understanding of MoSPE Two.

1. Differentiation is KEY
Graduate Teaching Assistant, Sarah Cress
Art Ed 4273

2. MoSPE Madness!!
• Review of Homework
Writing Prompt
• Student Artwork
Investigation
• Standard Two Overview
• Review of Artistic
Development
• Theories of Learning
• Taking it Further
• Writing Prompt Two
• Differentiated Instruction
• Writing Prompt Three
• Setting Student Goals
• Artifact Brainstorm
• Escape!

3. Writing Prompt…
Prompt 1 (2.1): Describe how your
understandings of cognitive, social, emotional
and physical development will impact student
learning.

4. Student Artwork Investigation…
Choose an image from the student artwork file that
you find particularly striking. After reviewing it
for some time, respond to the following in pairs:
• Who is this student intellectually?
• Who is this student socially?
• Who is this student personally?
• What art instruction preceded this creation?
• What art lessons should follow in order to strengthen
the observed learning?

5. Standard Two…
Standard #2: The teacher understands how students learn, develop and
differ in their approaches to learning. The teacher provides learning
opportunities that are adapted to diverse learners and support the
intellectual, social, and personal development of all students.
Quality Indicator 1: Cognitive, social, emotional and physical development
Quality Indicator 2: Student goals
Quality Indicator 3: Theory of learning
Quality Indicator 4: Differentiated lesson design
Quality Indicator 5: Prior experiences, learning styles, multiple intelligences,
strengths and needs
Quality Indicator 6: Language, culture, family and knowledge of community

6. Standard Two…
Standard #2: The teacher understands how students learn, develop and
differ in their approaches to learning. The teacher provides learning
opportunities that are adapted to diverse learners and support the
intellectual, social, and personal development of all students.
Quality Indicator 1: Cognitive, social, emotional and physical development
Quality Indicator 2: Student goals
Quality Indicator 3: Theory of learning
Quality Indicator 4: Differentiated lesson design
Quality Indicator 5: Prior experiences, learning styles, multiple intelligences,
strengths and needs
Quality Indicator 6: Language, culture, family and knowledge of community

7. Artistic Development…
Viktor Lowenfeld’s Creative
and Mental Growth
• Scribbling Stage
• The Preschematic Stage
• The Schematic Stage
• The Gang Stage: The
Dawning Realism
• The Pseudo-Naturalistic
Stage
• The Period of Decision

8. Learning Theory…
Within small groups consider each of the following
learning theories. Write what you KNOW on
newsprint. Feel free to use technology to find valid
and reliable resources.
•Cognitive Theory
•Social Cognitive Theory
•Constructivist Theory

9. Standard Two…
Standard #2: The teacher understands how students learn, develop and
differ in their approaches to learning. The teacher provides learning
opportunities that are adapted to diverse learners and support the
intellectual, social, and personal development of all students.
Quality Indicator 1: Cognitive, social, emotional and physical development
Quality Indicator 2: Student goals
Quality Indicator 3: Theory of learning
Quality Indicator 4: Differentiated lesson design
Quality Indicator 5: Prior experiences, learning styles, multiple intelligences,
strengths and needs
Quality Indicator 6: Language, culture, family and knowledge of community

10. Writing Prompt…
Prompt 3 (2.5): What strategies will you use to
unravel students’ unique learning needs?

11. Taking it Further…
In order to TRULY understand the unique needs of
each child we must go beyond our fundamental
understanding of learning theory and artistic
development. We must consider students’:
•Prior experiences
•Their learning styles and
•Their strengths and weaknesses

12. Taking it Further…
To unpack these student needs, we will break up into
small groups once more. Each group will have a
different focus:
•Group One: How do you assess students’ prior experiences?
•Group Two: How do you scaffold for new learning?
•Group Three: Explain the major learning styles.
•Group Four: Explain multiple intelligences.
•Group Five: How do you modify lessons to appeal to various
learning styles and intelligences?

13. Standard Two…
Standard #2: The teacher understands how students learn, develop and
differ in their approaches to learning. The teacher provides learning
opportunities that are adapted to diverse learners and support the
intellectual, social, and personal development of all students.
Quality Indicator 1: Cognitive, social, emotional and physical development
Quality Indicator 2: Student goals
Quality Indicator 3: Theory of learning
Quality Indicator 4: Differentiated lesson design
Quality Indicator 5: Prior experiences, learning styles, multiple intelligences,
strengths and needs
Quality Indicator 6: Language, culture, family and knowledge of community

15. A Mini Critique…
We know that
differentiation is
key! In what ways
have you observed
YOUR teacher
differentiating.

16. Some Obstacles in DI…
• Getting started in groups
smoothly
• Giving directions for
multiple tasks
• Minimizing movements
• Starting or stopping a lesson
• Promoting on-task behavior
• Helping groups effectively
• Curbing noise
• Keeping track of who is
learning what
• Grading daily tasks
• Turning in work

17. What Students Need…
• Acceptance
• Understanding
• Respect
• Belonging
• Evidence of
contribution
• Challenge
• Support

18. A Differentiated Situation…
My classroom is a beginning art 1-2 course composed of 8 males, 10 females, 50% ethnic minority.
2 students are hearing impaired and accompanied by a signer, 6 have active IEPs (Individualized
Education Program) with full inclusion, 2 students see the social worker regularly for anger
management issues and 3 are ELL. The class is a mixture of 6 sophomores, 9 juniors and 3 seniors,
16-18 years old where 16, function at grade level. My class is very diverse in terms of individual
personalities. The class as a whole was shy and quiet in August, but now appear to be lively, curious
and talkative. Although the class is a mixture of grade levels, cultural and linguistic diversity, the
students work well together. They understand they have the same artistic skill-set and are extremely
patient with one another. My hearing impaired students have extremely low reading and writing
ability, and their interpreter currently does much of the writing for them. Although they are weak in
these skills, they are eager to learn techniques. The remainder of the class ranges in writing ability. 4
have extremely high, above average writing ability, while the remainder are low. This class is one of
5 that meet in the same room everyday, as we are fortunate to have our own classroom and
darkroom. Recently, our school district cut funding from previous years. Those cuts pose a threat to
elective courses, like art, and may remove many programs and staff in our school that offered
additional support to students who were low achieving. Prior to these cuts I did several writing
assignments with my students involving critique and reflection. Now, it is crucial to foster even
more opportunities for students to strengthen their writing. It is because of the diverse abilities
within this class, that instruction of good writing practice is a challenge. A majority of my students
are visual learners, while a few of them are auditory learners. Although 4 of my students are
extremely talented writers, none of them have had experience writing about art. In order for all
students to succeed and grow, I must present information in a variety of ways to ensure growth.
Graphic organizers and other writing techniques and tools are used regularly to help students
organize and present their thoughts in an engaging way.

19. How Would You Manage??
Devise an instructional plan for the described
class. You have been asked by your divisional
to create a visual arts lesson that incorporates
writing and history. You have decided to
present to students one art movement that
profoundly shaped the history of creation. You
must accomplish the following tasks…

20. How Would You Manage??
• Choose a major art movement to center your
lesson around
• Make a list of the instructional resources you will
need to adequately teach to all needs
• Plan a written activity in which students are asked
to digest and interpret a specific work of art
• Plan an oral activity in which students share their
perspectives of the chosen art movement
• Plan a process-based activity in which students
create an art artifact using what they have learned

21. Burning Questions…
• How will you present your
chosen artistic movement to
the class considering their
variant needs?
• How will you work with each
individual student to ensure
that they aren’t struggling, but
are still being challenged?

22. The Cress Café…

23. Standard Two…
Standard #2: The teacher understands how students learn, develop and
differ in their approaches to learning. The teacher provides learning
opportunities that are adapted to diverse learners and support the
intellectual, social, and personal development of all students.
Quality Indicator 1: Cognitive, social, emotional and physical development
Quality Indicator 2: Student goals
Quality Indicator 3: Theory of learning
Quality Indicator 4: Differentiated lesson design
Quality Indicator 5: Prior experiences, learning styles, multiple intelligences,
strengths and needs
Quality Indicator 6: Language, culture, family and knowledge of community

24. Writing Prompt…
Prompt 2 (2.2): What resources will help you
in setting student goals? Why are overarching
goals and objectives important to plan? How
does this planning impact student learning?

25. How to Manage and Assess…
• Utilize your present resources!
– Speak with school counselors about general
student concerns. Understand the context in which
your students are coming from. Understand the
population you will be addressing.
– Speak with your support staff. Identify students
with special needs and IEPS before the school year
begins and gain a clear understanding of their
specific accommodations.

26. How to Manage and Assess…
• Begin each term with a
pre-assessment that
accomplishes the following:
– Elicits information about
student’s readiness to learn
skills and concepts
– Gathers information about
student’s preferred methods
of learning
– Gathers information about
students attitudes about the
learning process

27. How to Manage and Assess…
• Check student understanding of key concepts
regularly through any of the following
techniques:
– Sketchbook assignments
– Journal writing
– Exit sheets
– One on one discussions
– Group discussions

28. Standard Two…
Standard #2: The teacher understands how students learn, develop and
differ in their approaches to learning. The teacher provides learning
opportunities that are adapted to diverse learners and support the
intellectual, social, and personal development of all students.
Quality Indicator 1: Cognitive, social, emotional and physical development
Quality Indicator 2: Student goals
Quality Indicator 3: Theory of learning
Quality Indicator 4: Differentiated lesson design
Quality Indicator 5: Prior experiences, learning styles, multiple intelligences,
strengths and needs
Quality Indicator 6: Language, culture, family and knowledge of community

29. Artifact Brainstorm…
Now, let’s
brainstorm
some ways
we can
demonstrate
our newfound
knowledge
for this
standard.