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.