“And I’m floating in a most peculiar way.”

How can you tell that the students learn something in your class? – That was an interview question that I was asked when I applied for a teaching position at a prestigious private school in Boston. (… Well, they were not satisfied with my answer, and because of that or for whatever other reason, I was not moved forward with my application.)

However, now, several years later, I can share more about that topic. And not only about the evidence of learning, but also about how I can adapt my teaching to meet the diverse needs of students. 

What I understand now is that evidence of learning rarely comes from one single moment or product. It emerges through a collection of observable shifts: when students use new vocabulary naturally in critique, when their sketches show stronger decision-making, when they revise their work with intention, or when their questions become deeper and more specific. Learning also becomes visible when students begin to work more independently – choosing appropriate materials, planning their compositions, troubleshooting challenges (or at least not just yell and tear paper when something is not coming out), and making decisions without prompting. 

In the art classroom, learning happens when teachers use student data, such as sketches, discussions, behavioral patterns, reflections, and other evidence, to revise their instruction. Whole-group adjustments help address broad misunderstandings, while small-group instruction allows teachers to differentiate based on shared needs. Individual learning pathways make sure that each student gets the scaffolds, pacing, or extensions they need to grow.

Reteaching, remediation, and differentiation… 

When data shows gaps, reteaching becomes an opportunity to offer new visuals, demonstrations, and scaffolds that clarify complex concepts. Remediation helps students fill foundational skill gaps, making grade-level content accessible. Central to this process is differentiated feedback – specific, actionable, and tailored to the individual student artist.

Instead of general praise, effective feedback highlights strengths and identifies a clear next step, such as improving depth, contrast, or technique. This feedback style encourages autonomy, builds artistic identity, and nurtures creative confidence. 

Differentiation can be planned intentionally by varying content (resources and complexity), process (activities and pacing), product (choices in medium or difficulty), and learning environment (flexible, student-centered studio space). Different learners, such as English language learners, students with special needs, highly advanced artists, and just basically reluctant students, all benefit from varied modes of feedback and levels of support.

Using time, tools, and collaboration enables teachers to analyze data holistically and respond strategically. When we combine thoughtful feedback with targeted instructional adjustments, we create an art classroom where every student feels seen, supported, and inspired to grow.

Just a minor detail that is missing from this bright picture: where will teachers find the time and resources to implement these strategies?