A Self-Representation of Differentiated Instruction Needs in an Arts Education Course: A Photo-Autonarrative Study

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Unveiling Self: Autoethnography, Identity, and the Art of Becoming (Table 2)

Abstract

Differentiated Instruction (DI) is an approach that addresses individual students’ uniqueness and varies instruction to meet their learning needs. However, as a student-centered approach, few DI studies were built on students’ perspectives to explore how students can understand and represent their different learning needs. Therefore, this study centralized the author as a graduate student in an arts education course to investigate and represent DI needs. This study draws from Tominson’s six DI principles and employs photo-autonarrative as a research method to illustrate the author’s DI needs with an ongoing course. The study will have the potential to support individual students in artistically articulating their existing and evolving DI needs throughout the ongoing learning process.

Authors

• Haizhi Fu, Western University

• Anton Puvirajah, Western University