Differentiation strategy for educational theatre.
1. Students receive a ‘storyboard’ sheet, form three groups of two, and sit in their seats.
• When creating the storyboard, the teacher will consider differences in understanding and provide students with sheets with space to ask additional questions.
• Students can write their requests on additional sheets if they have questions.
2. Students receive situation cards handed out by the teacher.
For students with low vision or vision problems, the teacher will prepare a computer with voice support to create storyboards.
3. Students create 5-6 pictures per scene on the storyboard that match the content written on the situation card.
• Assistance program support: For students who have difficulty drawing or imagining scenes, the teacher helps them express the scenes they want through drawings through AI.
4. Students circle each scene to identify which are Tableau and which are action with line.
• Additional references: Prepare a reference book containing tableau examples for students who do not understand the meaning.
5. Students add lines to each storyboard picture.
Additional references: Prepare a reference book containing tableau examples for students who do not understand the meaning.
6. Students practice stop motion and action scenes.
Make space: Help students in wheelchairs do their homework at a separate table.
7. Students can think of sentences by looking at still scenes and complete sentences by looking at moving scenes.
Use of resources: Create an open atmosphere where students can discuss with each other as they draw or create lines.
CLOSURE: 5 minutes
The teacher will have each group of students sit in a circle around the teacher and check whether the scenes are depicted appropriately on the storyboards submitted by the students. Also, check again whether the lines per picture are reasonable and whether enough practice has been done accordingly. At this time, the teacher can not only check the understanding of the entire class and areas that need help but also provide individualized support as needed for each student.
Myungja Anna Koh