Blog #13: VTS Through a Differentiated Lens

In what ways has VTS provided differentiation for students in my focus class?

 I feel that VTS has inherently provided a differentiated experience for my focus class this semester.  The group nature of VTS provides a way that differentiates by encouraging everyone to participate within the community of learners.  As their facilitator, I have gotten to meet the students where they are at academically.  By listening, paraphrasing, and linking their responses together, I have encouraged them to grow.  In reading Ben Johnson’s article, “Active Learning is Key to Differentiated Instruction,” through a VTS-lens, I have found a relationship between his writing on intrinsic differentiation and VTS.  By encouraging students to wonder at their own cognitive level, I think that VTS sustains differentiation at a core level. 

What have I observed in my VTS teaching that makes me say that?

It is hard for me to speak of individual student progress because of the rotating nature of my focus classes, so I will speak from my overall experience. Over time I noticed that students picked up on linking each other’s comments for me, and where backing up what they had to say  “left & right.”  They were learning from each other, the structure of VTS, and my facilitation.  All of these are examples of differentiated learning occurring quite naturally within our discussions.  Based on my experience of VTSing this semester, I feel that differentiation is inherently part of VTS’ overall nature.

Blog Topic #12: Assessing, Reflecting, Planning

Wayne Theibaud
"Hot Dog Stand"

I believe that the image I chose for teacher’s choice was just right.  The students seemed very enthusiastic and wanted to share their comments throughout the discussion.  In Yenawine’s article on image selection for the beginning viewer, he speaks about what one should consider in choosing artwork. Bearing this in mind, I chose the image for the following reasons: accessibility, expressive content, narrative, realism, painting, genre, and key artists.  It’s an inviting and accessible image, where the students noticed the signage, a food stand, a beach or desert environment, and an ocean in the background, to name a few. 

I feel like the students where hitting on the idea of the artist’s intention by the end of the discussion.  This more complex thinking was offered after students provided visual cues as to what might be happening in the scene.  In this way, I feel like they were able to scaffold towards this deeper thinking.   This really surprised me, and I was happy that the student brought up that the image might be imaginary.  I found this fascinating because Theibaud works primarily from his imagination!    I would definitely use this image again in a similar class of students, because their seemed to be “room” in the image for them to wonder about.  Theibaud does an excellent job of creating an atmosphere with recognizable details that are not overbearing. I think that the painting allowed them to gather just enough information to be visually intrigued, and the classroom seemed to be buzzing at the end of the discussion with continued interest. 

Blog Topic #11: Preparing for Teacher's Choice

Wayne Thiebaud
"Hot Dog Stand"  2004-12

In general, the images that my students have worked from this semester have been more representational in nature. They are primarily level one and two viewers.  I want to gently challenge the students, and chose this image because of its abstracted yet recognizable qualities. I also chose this image because I love Thiebaud's paintings!  Even though he primarily works from his imagination, Theibaud still gives us enough information so that we know what we are looking at.  There is also a levity about his work that I feel will be inviting to my young viewers.  It may be difficult for the students to place where this image actually is, and I'm thinking that there will be some disagreement about the horizon line.  That being said, my budding stage two viewers should be able to pick up on this being a beach scene based on their own experiences.  This rich image should give them a lot to "chew" on.

Blog Topic 10: Assessing, Reflecting, & Planning

Students looked at an image from the book “Flotsum,” by David Wiesner.  Their engagement seemed very high to me, and most hands wear raised enthusiastically throughout the discussion.  Students found all kinds of interesting things in the rich illustration.  One of my favorite responses was the student who offered that the details in the foreground were similar to the turtle’s back in the middle ground; therefore, it must be a turtle in the foreground as well.  This response in particular shows evidence of Level II thinking.  I feel like the students learned to respect different viewpoints, by disagreeing respectfully with each other over the alien-sea creatures.

The VTS discussion felt very comfortable to me.  I feel like I was able to use my knowledge of this process to date with more certainty than in prior weeks.  I was surprised at seeing myself in the video paraphrase more confidently than I have in the past.  I am happy to see this growth in myself, and I would like to continue to build off of this momentum.  I see myself wanting to continue to get better at linking the discussion, so that it moves along more fluidly and organically.  I think the phrase “What more can we find?” becomes more powerful when the facilitator has a good grasp of what has been said, and expresses that understanding in subtle yet effective ways.  I feel like I will become more adept at this with continued practice.